Classroom Analysis And Truth Explanation:Research On Classroom Teaching Logic Of Famous Teachers

The teaching practice logic of the high-quality classroom from famous teachers is the combination of emotion and thinking,skill and principle,wisdom and truth,and is also the high integration of teaching art and teaching wisdom.Exploring the theoretical characteristics and effective practice of classroom teaching logic of famous teachers,and analyzing their classic teaching lessons,are not only the need of further curriculum reform,but also the need of teachers' professional development and their teaching quality improvement.Based on the serious thought of the actual plights of the current classroom teaching logic,and by resorting to observing and analyzing the open class videos of Chinese famous teachers,this thesis tries to discuss in depth the connotation,characteristics and structures of famous teacher's teaching logic,and then forms a logic road to contemporary development of classroom teaching logic,so as to make an unique contribution to optimize teachers' teaching thinking,promote teachers' teaching quality and construct efficient classroom culture.First of all,the interpretation of teaching logic concept is the basis for further research on the classroom teaching logic of famous teachers.Based on existed research results,we establish the basic cognitive schema of teaching logic concept.On the one hand,under the insights of the historical implication and internal meaning of “teaching” and “logic” concepts,and considering our study purposes and needs,we define the concept connotation of teaching logic in current study.On the other hand,outside the concept,we clarify the relationship between teaching logic concept and other similar concepts such as logic teaching,teaching ideas and teaching thinking,etc.,which makes the concept of teaching logic clear and comprehensive.Secondly,exploring the "reasons" is the key to rationally construct the teaching logic.However,when it comes to the real situations,the current classroom teaching suffers from a series of problems,such as the lack of autonomy of logical subject,the selective error of logical starting point,the holistic confusion of the logical system and functional disorder of logical technology,which seriously violate the humanism,the value,the law,and also the reality ofteaching.However,the theories from anthropology,psychology and Philosophy provide a new perspective to deal with these problems.1)By using Bourdieu's practical logic theory and probing into the practice characteristics of teaching logic,the complex relationship between classroom field,teachers' teaching habitus and capital are analyzed;2)With the help of Habermas' theory of communicative action,this study pays attention to the communication characteristics of teaching logic,and finds that many problems existing in teaching logic stem from the lack of the teaching communication rationality,and we strongly advocate an equal communication between teacher and students that is based on symbiosis and mutual understandings.3)Wulf's mimetic learning theory is sufficient to explain and support our study on teaching logic of famous teachers,which can be viewed as a transformation of general teachers' teaching logic.Thirdly,the teaching logic paradigm under the background of curriculum reform is changing from the theoretical logic of objective norms to the real and complex practical logic.Acquiring,looking inside and analyzing the laws of famous teachers' teaching logic,is the realistic consideration to promote the deep integration of teaching theory and teaching practice.As practitioners,we integrate ourselves into the classroom field,and analyze the high-quality open class videos from Chinese superfine teachers,such as Dou Guimei,Sun Shuangjin,Wang Songzhou,Xue Fagen,Zhou Yimin,et al.They represent the second generation(Mesozoic)and the third generation(new generation)prominent teachers with high popularity and influence since the contemporary education reform of our country.Besides,we also find and interpret some key features of teaching logic including effective interaction,gradual exploration,innovative contents,experiential situations and developmental evaluation.Finally,This study deconstructs the classroom teaching logic system in the form of "four dimensional structure",and divides it into the the surface layer,middle layer,deep layer and auxiliary layer.Specifically,communication logic constitutes the surface structure of teaching logic.Teaching content logic and teaching form logic constitute the middle structure of teaching logic.And the deep structure of teaching logic consists of subject logic,imparting logic,learning logic and cognitive logic.Furthermore,the auxiliary layer that plays a role of dredging,linking and activating among all levels of logical structure is composed of teaching objectives,teaching situations,teaching materials,teaching problems,teaching rhythm and other elements.There are four ways to shape the high-quality classroom teaching logic: 1)Teacher's professional learning completes the modern transformation from disembodiment to embodiment;2)Classroom communication realizes the transformation from being self-centred to serving the other first;3)Logic elements of teaching goes from separation to integration;4)Teaching cultural characteristics starts from the nature existence to the creative development.