Reform And Reconstruction: The Research On High-quality Classroom Teaching

High-quality classroom teaching refers to the process which has the capability of creating high-quality classroom culture, classroom relationship and high-quality classroom organization and teaching which can make the classroom finish multi-level tasks, thus can achieve the three-dimensional goals in new curriculum standards and promote the sustainable and harmonious development of teachers and students. Under the background of the ideas of high-quality education and new curriculum reform, the research on high-quality classroom teaching contributes to the expansion of high-quality education supply, the promotion of quality education and new curriculum reform and helps to the improvement of teachers'quality and their professional development. Therefore, the research on high-quality classroom teaching provides an ideal platform for elimination of classroom alienation and for the promotion of the growth of teachers and students in high quality.High-quality classroom teaching, characterized with harmony, vitality and responsibility, presents the life-like state with virtue, promotes the occurrence of the real learning, allows the existence of individual differences, reflects the fairness of resource allocation and keeps the openness of space and time. Based on this, the construction of the high-quality classroom teaching is the process of reform and restructure in which there exists a transformation among classroom form, classroom idea and classroom realm, i.e. a leapfrog development process from"achieved level"to"achievable level".Based on the literature review, the thesis presents the theoretical origin of high-quality classroom. They are Jan Amos Komensky's theories about high-quality education in his Didactica Magna and the theory of teaching optimization byЮрийКонстиновичБабанский. The present domestic literature mainly focuses on the study of integration and restructure with the features of multidisciplinary, multi-angle and multi-level. As far as the history of classroom teaching research is concerned, the present study achieves a new stage after the classroom research experiences the stage of translation from foreign literature, the stage of independent exploration and the stage of deconstruction, thus it provides a new perspective for classroom research.By a survey and interview of 715 teachers and 466 students in junior high schools distributed in 9 districts in Gansu Province, the thesis proposes that there is a gap between classroom construction and students demand, a gap between conceptual level and operational level and an imbalance between teaching input from teachers and teaching output from students. The reasons include: 1) Classroom teaching reform is not deeply rooted in culture and there is a lack of reform environment which cause the reform not last long, thus influence the effect of reform; 2) There exists a conflict between the present management model of school and teaching ideas proposed by new curriculum, which cannot provide enough space and time for classroom teaching reform; 3) There is a misunderstanding which only thinks of classroom reform as changes in values and ignores basic conditions and ways, thus leads to a inconsistence between values and behaviors; 4) The inertia of reform and limitation of thinking reduce the teachers'activity; 5) The self-interference in classroom training hinders the development of students; 6) There is a lack of the classroom standards based on new curriculum. In accordance with the above findings, the thesis proposes that the two main measures should be taken: the first is to set the oriented, incentive standards which reflect the ideas of new curriculum; the second is to make a new position for the starting point and orientation of high-quality classroom teaching and to explore new channels of high-quality classroom teaching.In this thesis, the setting of high-quality classroom teaching standards is based on three aspects: 1)By inspecting the main literature about high-quality classroom teaching from the past to the present, the thesis seeks the theoretical core with common spirit and similar features and makes a reference of the research perspectives and orientation from different scholars which provide the useful and effective inspiration; 2) By examining the latest research orientations about high-quality classroom teaching in the country, especially some authoritative conclusions made by those scholars who have long experiences of teaching practice, the thesis makes a deductive and inductive analysis which is made as the theoretical base; 3) By making a field study, the thesis makes a survey of the present state of classroom teaching standards which is made as the practical evidence. Starting from the levels of culture, process and product, the thesis develops a standard framework of high-quality classroom teachings which include three levels, eleven aspects and twenty-seven indicators and gets an effective verification.In this thesis, the construction of high-quality classroom teaching, based on the present classroom condition, makes a re-position of student-oriented starting point and sets service-quality-effect-development orientation by following standard framework of high-quality classroom, consulting the theoretical opinions about learning-based organization. The main contents include changing classroom pattern by building learning-based organization, creating harmonious cultural environment by constructing shared vision and building knowledge innovation platform by restructuring learning community. In the classroom teachers should create high-quality classroom by enhancing grade by wisdom, enlivening teaching by stories and adding charm by etiquette. Meanwhile, students should have the learning idea of advancing with the times, the capability of sustainable self-transcendence and by giving students rights and training them student-researchers, the students will get the maximum development.