Research On Teaching Decision-making

Teaching decision-making is an autonomous and selective teaching behavior for the development of students, which consists planned decision-making before teaching, interactive decision-making during teaching and evaluative decision-making after teaching. Decision-making is one of the important parts of instruction and the core of it is the selection and judgment of relative components of teaching process, and the evaluation and selection of decision-making plan. Teachers' decision making belongs to the autonomous, rational and professional decision-making category, which is influenced by the power, competence and awareness of teaching decision-making.The dissertation describes the current situation of teaching decision-making in the field of instruction through case studies, which based on the theoretical analysis of the essence, history, process and influencing factors of teaching decision-making. It finds out that the main problem appears as empiricism decision-making, which refers to the teachers' sealing of prior experience. It leads to the changing role of experience from supportive elements to barriers of effective decision-making. The features of empirical decision-making manifest itself as the solidification, narrowing, alienation and dependency of decision-making. The solidification of decision-making refers to the stylized and arbitrary decision-making. The narrowing of decision-making appears as the departure and deviation between behavior and objects and goals. The alienation exhibits the replacement of holistic decision-making by partial decision-making. The dependency of decision-making includes both the dependency on collective decision-making of individual teachers, and mechanical copying and application of theories or practical models. The original epistemology of empiricism decision-making comes from the conception of teachers as technicians. And the substance of this conception is the identification of intermediary agent of teachers. This conception reveals the teachers as the intermediary agent between institutionalized curriculum and students' achievement, the school administration and instruction. The former one causes the narrowing and dependency of decision-making, and the latter one brings the solidification and alienation.Since the empiricism decision-making is regarded as the main problem, the pursuing of rationality of decision-making becomes natural and essential. It is not only the pursuing of value, but a possibility with its origin from the improvement and protection of teachers professional development. Furthermore, the empowering of teacher education raises the feasibility of the enhancement of decision-making quality. During the process of the transforming, the different value expectation and choices in concrete teaching context bestow the decision-making as a multi-dimensional process. And the rationality of teaching decision-making turns out as the core value of this process. At the same time, the principal of the correspondence plays as the evaluation measurement of rationality, which includes the standards of feasibility, effects and effectiveness.Teachers' decision-making is the product under the influence of exterior and interior factors, and also the objective and subjective elements. The realization of rationality needs specific supportive conditions. As an activity of cognition, teaching decision-making is dominated by teachers' epistemology of teaching, which conveys the influence of exterior factors by refining and transforming, also through purposive and selectively construction. It is difficult to set up a unified and recognized standard and a universal model of teaching decision-making, owing to the diversity of teachers, the concreteness of decision-making context and the multiplicity of value pursuing of it. However, the interior regularity and core value inform the generality of scientific and reasonable teaching decision-making and its explicit behavior characteristics. These common characteristics provide the interactive value confirmation, and turn it into a strategy system with variability, inclusiveness and possibility. In this system, all the strategies reach their integration in many ways under the various decision-making goals. And the teachers will be empowered to choose the proper integration and sequence of strategies for the clear and specific context according to the rationality of teaching decision-making.