On Teachers' Sense Of Teaching Practice

Teacher's sense of teaching practice is such a sense of practice peculiar to those teachers as given subjects that can't be created out until teaching practice activities exist as their objects. It is a special rationalized objective capacity for intuition thinking at all. The sense of teaching practice is the primary form of the ability of teaching practice, and the core of the intelligence foundation of ability of teaching practice. Cultivating teachers'sense of teaching practice helps to upgrade the teachers' ability of teaching practice. Therefore, this thesis is focus on teachers'sense of teaching practice as a tentative theoretical response to the urgent need to deepen the curriculum reform and the teaching innovation of basic education currently, in order to make the research of sense of teaching practice become a deepening and reification of the theoretical research of sense, and to provide theoretical support for further discussing of other theory problems about teachers, and to ground us in reconstructing the subjectivity of teachers and refines the value of teacher education, and to bridge between teaching theory and practice, in the end, to achieve a whole deepening of understanding to teacher profession growth and teacher education. Due to the sense of teaching practice is nearly a bran-new field, this thesis, by referring to plenty of academic resources of theories about sense created by those past sages and scholars, this thesis mainly tries to solve the following questions:to ascertain the connotation, the attribute, the characteristic and the mechanism of sense of teaching practice; and to find out the practical value of sense of teaching practice and its'cultivation strategy and modes; and to discuss further the relationship between sense of teaching practice and teacher education and present the doctrine of "the sense of teaching practice, the starting point of teacher education"; and to clarify the basic rules of implement the doctrine of "the sense of teaching practice, the starting point of teacher education"; In the end, to give a prospect of teacher education is based-on cultivating sense of teaching practice, and as guidance to following research of sense of teaching practice. Firstly, beginning with the originality of teaching as a practice peculiar to human and the practice-based development of sense, this thesis discusses the connotation of sense of teaching practice. Based on analyzing the given definitions about teaching and clarifying that teaching refers exclusively to teacher teaching, this thesis redefines teaching grounded on a review of etymology in Chinese, points out that teaching is that a teacher who lives in a certain social-cultural-historical situation, according to the requirements and rules of education under the times situation, with the support from social reality and his subjective understanding of the relation between self and society, following and using the innate learning ability of human and its laws, exemplarily excitateds and leads and advances students'subjective studying so as to help them grow as well-rounded people by showing the individual form of life of himself in the triangular nature-society-self relationship. The particularity of teaching practice lies in that teaching practice is the life exemplarity grounded on teachers'spirit. This thesis subsequently points out that sense is the most basic form of mastering the world for human, sense of practice is the most superlative form of the development of sense, and the main way to grasp practice, and human's intuition thinking ability rationalized of practice. One teacher exists only in his sensation to the teaching activities of himself, and he identifies his position of a teacher only in the course of sensing his teaching activities one after another.This thesis comes to a conclusion:sense of teaching practice is the most superlative form of the practicality development of the common sense of teacher as human under the molding of teaching practice, and it is the main way to master teaching practice, as well as the smallest life unit, and it is for teaching practice as teachers'rationalized and objective intuition thinking ability unified dialectically with intuition cognition, judgment and configuration ability to teaching. Sense of teaching practice also has complicated and varied "social organic shape", for example, sense of teaching subject, sense of teaching object, sense of teaching environment, etc. and it is the product of social-historical-cultural development of teacher sensation as well as continues to advance in the process of teaching practice, and it always keeps its sensible species, this thesis also distinguishes sense of teaching practice and related concepts, show clearly that sense of teaching practice is not teaching knowledge, teaching tact or teaching wisdom, and not human's emotional reaction in practice course. And it emphasizes that, in teacher education field, sense of teaching practice will be a changing concept with the times, its intension and extension will have gradually change, richness and clear, and people's knowledge on it will be a constantly deepening process.Then, the thesis discusses in detail the characteristics, the attributes and the mechanism of sense of teaching practice, showing its characteristics such as the unity of perception and rationalism, the unity of subjectivity and objectivity, the unity of science and humanism, the unity of historical inheritance and creative expansibility; and along with this, its attributes such as the non-logicality in growth and development, the directness and real-time monitoring in functioning, and the organic wholeness in taking teaching practice in particulars; and its formation mechanism such as the habituation of nervous activity in physiology, and the willized practical thinking and the social interaction within little group in sociology; And its motive mechanism such as the cooperation with proper division between physiological sense organs and social sense organs, and the unity of universal's command to particular and wholeness's embodiment by individual. By this time, the thesis provides a clear formula for understanding sense of teaching practice.Secondly, the thesis analyzes the uncertainties affecting sense of teaching practice, and points out that, as to its subjectivity aspects, the awareness of teacher role is its inner drive source, the experience of teaching life is its subjective content source, the specialized culture is its inner guide, the ideal of survival of teacher occupation is its spiritual homeland; As to its objectivity aspects, teaching environment is its objective world, teaching theory is its subjective factual basis externalized, teaching form is its objective correlative. Based on this, the thesis makes a bold concept of cultivating sense of teaching practice. According to the principles like the complementary development between sense thinking and rational thinking, the superimposition and the compensatory, the mutual infiltration and extendibility, the mutual verification and confirmation among sense organs, and the mutual supplement between the isolation of sense-goal and the diversification of factor-unfolding and attribute-manner, it considers that sense of teaching practice can be cultivated by isolating its "social organic shape" to make individual goal such as sense of teacher role, sense of teaching object, sense of teaching materials, sense of teaching environment, sense of teaching forms and sense of teaching theories, etc. What's more, the thesis puts forward the cultivating strategy of interactive promoting "3-in-1practice" and simultaneous sublimation "4-in-1convert", and the cultivating mode of perceiving teaching facts, VMBR, practical teaching and writing "Essay on Sense of Teaching Practice" and such. Thus it gives corresponding basis for conscientious cultivating sense of teaching practice and fully utilizing it to serve for teaching practice.Thirdly, the thesis gives a deep probing into the relationship between sense of teaching practice and teaching education. After having surveyed the bias of traditional teacher education such as the guideline of "Knowledge-Centered Ideology", and its view of curriculum and teaching divorced from teachers, and its views of valuating teachers'learning biased towards cultivating "Knowledge People", the thesis offers a proposal of "Sense-of-Teaching-Practice-based Ideology" teaching education. It declares that, in relation to knowledge, sense of teaching practice is the starting point and the source of teachers'ability of teaching, and made one's ambition and choice of being a teacher. The formation and development and richness of sense of teaching practice can display mostly the oneness life relevance between a teacher and his teaching, so teacher education should focus on teaching practice, take sense of teaching practice as its starting point, activate teachers' sense by using teaching process, makes its primary task to improve teachers'sense quality, enrich and develop sense of teaching practice as the sense of professional life of teachers being human, and based on this, complement study of teaching theory and relatively skill training, in order to develop teaching thinking, cultivate teaching ability, producing teaching theories and even come into being teaching thoughts.The thesis interprets "Sense-of-Teaching-Practice-based Ideology" from the philosophy, psychology and pedagogy way. From the view point of philosophy, sense of teaching practice is the master of every teacher's whole life, and any knowledge or theory can't work for the reality of teaching practice until it is converted into some organic sense. So, teacher education is training a teacher into a human being through teaching activities, and then it must aim at cultivating sense of teaching practice, that is to say, adhere to "Sense-of-Teaching-Practice-based Ideology" and promote teachers' sense of teaching practice to develop "from partial to total-from superficialness to profundity-from want to rich-from bluntness to sensitivity". From the view point of psychology, the main task of teacher education is to train and develop teaches' ability to solve creatively real teaching problems with teaching activities, so, to cultivate teachers' sense of teaching practice helps to upgrade teachers' ability of teaching practice, and helps teachers to enlighten their teaching activities. To inherit and refer critically the existing theory fruit of knowing teaching, and to absorb indirect experience to enrich self are important ways to make sense of teaching practice wider, deeper, more beautiful and more sensitive. But a teacher's sense of teaching practice must be cultivated by taking those successful cases of teaching as mediation. From the view of pedagogy, aesthetics is the highest level of sense of teaching practice as the "epistemic sensitivity". Teacher education should be "liberation education" in which "Experience Curriculum" plays the principal role, but not "domesticating education"."Sense-of-Teaching-Practice-based Ideology" should become the new direction of teacher education by sublating "Knowledge-Centered Ideology" Furthermore, the thesis points out that, teacher education is an engineering of creating sense of teaching practice, the high quality sense of teaching practice is the core of teachers' professional competence. Thus, teacher education should abide by these principles such as teacher-centrism, teaching-objectification, perceptual development synchronized with rational improvement, and practice-leading.Finally, based on the times tendency of "back to Teacher itself, the thesis looks forward to the future of teacher education based on "Sense-of-Teaching-Practice-based Ideology" from following aspects:to move down the focus to cultivating sense of teaching practice in teacher education, to absorb sense of teaching practice into curriculum for teacher education so as to build a integrated curriculum system unitized sensibility and rationality, and to externalize sense of teaching practice with evaluation in order to bring it into the range of qualifications examination, and further drive the improvement of teachers' qualification systems, which points out a referring direction of the following study on sense of teaching practice.