Primary And Secondary Classroom Teaching In The "non-look Forward To The Answer" Research

A core task of good classroom teaching is to promote students'positive thinking and develop students'thinking abilities, instead of the pursuing the "standard answer". Unexpected answers can not be avoided in a real classroom. In some sense, an unexpected answer makes the classroom more lively.This study attempts to answer the following questions about the unexpected answer.What's an unexpected answer? This is the first question which will be discussed at the beginning of the study. We should analyze the pedagogical significance of the unexpected answer by the definition of the concept of an "unexpected answer". We will also analyze the meaning of the concept and clarify issues related. Meanwhile, we will look for shortcomings and inadequacies of previous research, select appropriate research methods, and try to make our own research innovations.How to produce the unexpected answer? This is something we will explore after understanding what is it. Firstly, we return to the truth of teaching process to discuss the original appearance of the unexpected answer produced through teacher-student inter subjective communication. Secondly, in this teaching process, we macroscopically experience the process of positive transformation of spiritual energy among three subjects:teacher, student, and course. At the same time, we microscopically experience the inevitable retardation repetitive and interruption in the process, which is the unexpected answer. The unexpected answer is produced from a teaching expectation (i.e., the ideal state of spiritual energy transformation among teacher, student and course) and also from various conflicts between the teaching and learning, and the difference between teachers and students, to make dialogue with "the objective world","he" and "own" in the complex practice of "teaching" and "learning".How to eliminate the unexpected answer? This is not only the question about the ins and outs of the unexpected answer, but also is the understanding and explanation of the relationship between teachers and students. In this process, on the one hand, it is the exchange of hidden relationships between two sides; on the other hand, it is the transformation of the thinking from both sides. To face the unexpected answer, the social attributes of the behavior between teachers and students is to "control and obey". In most cases, it appears when the unexpected answer is produced. The unexpected answer prevented by the teacher's authority, and teacher enable student to obey teacher's thinking. At the same time student eliminate his own unexpected answer to comply with teachers'. Although, sometimes student control the class by his own unexpected answer, but most of the time, to reach an unification from the thinking differences is by teacher's controlling and student's obeying, which is an important guarantee for the so-called normal classroom teaching to carry out "smoothly". However, in the classroom, when the Q&A behavior completed successfully between teachers and students along a predetermined orbit, teaching activities are usually in the coordination state. Although confrontation and negotiation, competition and cooperation caused by the unexpected answer will appear in class, which needs a joint effort to reach a common goal of teaching.How to evaluate the unexpected answer? We have to answer the question to get rid of the feeling of chaos that unexpected answer brings to people. The unexpected answer is inevitably developed from classroom teaching, which means it has a certain rationality. The rationality mainly reflects the relationship between teachers and students, the process of teaching communication and education purposes. However, the analysis of the rationality will only make people understand the value of the existence of unexpected answer, here we also need a factual judgment of it. The unexpected answer is developed through the process of teacher-student interaction. According to Habermas, there are three requirements of communicative effectiveness-the authenticity, the legitimacy, the sincerity. In the classroom teaching, we analyze the language of the unexpected answer and make judgments according to the differences in the effectiveness of it, which is divided into four levels and eight standards.How to guide the unexpected answer? The unexpected answer is inevitable, but it should be properly guided. Therefore, it is very important that teachers respect the subtle individual differences of each student, listen to the students'unexpected answer to understand them, and dialogue with it, to complete practice in the classroom teaching process. Of course, we should reflect to the unexpected answer to improve and perfect such action.There are some enlightenments from the unexpected answer in classroom teaching, which are to look forward to the unexpected answer, to look for the development of classroom communication; to evaluate the unexpected answer, to enhance teachers' teaching skills; to encourage the unexpected answer, to develop students'creative thinking. For this, we experience real classroom teaching while doing research, hoping that by focusing on the unexpected answer, teacher could understand of the development and the removing process of it and class interaction model between teachers and students formed by unexpected answer, and analyze the rationality of the unexpected answer to guide appropriately objective evaluation and guidance. As a result, to form a teaching concept, to change the teachers'behavior, to improve interaction and dialogue between teachers and students, to develop students'creative thinking skills, to improve student achievement.