Research On The Practical Logic Of Teachers' Teaching

Teachers in fact follow a logic of practice which is neither describable nor unnatural.Here the subject of this dissertation is to explore the teachers' practical logic covered in the vivid daily teaching behaviors.This research suggests that the practical logic of teaching behavior,comes into being during the mutual construction through the interaction between teachers and their school.The practical logic is internally embodied in teachers' strategy of teaching,and extended through teachers' self-reflection on their teaching behaviors.Through an analysis of teachers' social role motivation,as well as an insight into teachers' strategy of teaching and self-reflection,the research reveals step by step the practical logic of teaching.The practical logic of teachers' teaching is constructed in the adaptation among teachers and their schools.Behavioral motives generated in teachers' social role serve as the starting point of teachers' practical logic.In light of the hierarchical needs of a teacher as a human being,an analysis is carried out on the three-fold social roles of teachers—professionals,civil servants and helpers—to illustrate teachers' motivation structure.Teachers and their schools are not in a one-way-make-the-move,but under a mutual break-in.A teacher's teaching is shaped by the internal structure of the school and the ideology of social system implemented in the school.Under the influence of the structure,teachers still have a larger dynamic space,which turns out to render possible the practical logic of teachers' teaching instead of the school's will.Anticipated interests in school are their target when they plan for action under social role motivations.In addition,professional autonomy of teachers provides the conditions for choosing their own teaching methods and strategies,as well as a reasonable explanation of their teaching behaviors.Moreover,freedom in time and space ensures the realization of teacher autonomy.Strategy is the kernel of the practical logic of teachers' teaching.In order to receive resources of school and achieve organizational recognition,teachers generally adopt strategies in accordance with the current utility trend of school teaching.However,limited resources can mean that it is difficult for teachers to fulfill such developmental motivation,thereby they will not completely act on the official guidance and direction in their school teaching.Under such circumstances,teachers would focus more on autonomy,self-interests and personal leisure,somewhat detached from school's supervision.So,considering teachers' simultaneous agreement with and detachment from the school,I will discuss three basic strategies of the teachers' teaching in this dissertation.In the general routine examination and tilt in teaching both fair,inclined into the establishment and maintenance of teaching normal are the basic strategy of the teachers in the teaching practice.During the discussion,I will also reveal that teachers are facing a dilemma.They are confronted with what they ought to do and what they indeed can do.This is a matter of either idealism or realism for most of the teachers.On the basis of their general practical working state,a tendency for realism prevails among current teaching faculty.In the framework of practical logic,the function of self-reflection is to promote the integration of the subjects' self-identity.By rationalization and meaning endowment teachers maintain the operational strategy mechanism in daily teaching.The reasonableness of teachers' explanation of their own teaching mainly includes three forms: theoretical defense,empirical proof and responsibility extrapolation.If the explanation of rationality is both for the external world and to the teacher itself,the context of the meaning is mainly to the teacher itself.Student achievement and moral superiority sense are two main branches of teachers' meaning.Although there is a sense of meaningless loss,teachers generally face self-integration.Similar to the strategies of teaching behavior,self-reflection is also driven by teachers' social role formed in the break-in of teachers and schools.It embodies the teachers' independent will and the school' requirements as well.The course of practice demands the transformation from what teachers can do into what teachers ought to do.How to achieve the educative upgrading involves two issues.One is why teachers should seek an “ought to be” educational pattern,the other is what resources they can resort to.The former asks teachers to delve into where their indwelling motivation comes from,while the latter demands appropriate support of schools.The realization of an “ought to be” educative pattern is possible only when internal dynamics and external upholding are well combined.