On Teaching Culture In The Practice Of New Curriculum

Teaching Culture, i.e. Classroom Teaching Culture, is the value system, behavior patterns and the atmosphere of mutual influence of the teachers and students which are formed in the long-term classroom teaching. Teaching culture studies are grounded on the fact that traditional teaching culture blocked the new curriculum classroom teaching and made it difficult to deepen. The new curriculum based modern teaching culture hastened the harmonious development of teachers and students and thus ensured the smooth implementation of the new curriculum through the reflection on the classroom teaching. Therefore, modern teaching culture has become the value of this study and the pursuit of goals.Starting with the interpretation of teaching culture, this paper sets the theoretical basis for teaching culture and explores the formation of traditional teaching culture. Through questionnaires, interviews and classroom lectures and other forms, the paper reveals the current situation of teaching culture and teachers'different understanding of teaching culture which resulted from teachers'geographical, age, seniority, job title, duties, qualifications and other factors in the implementation of the new curriculum. Combined with the new curriculum teaching culture factors, the advantages of modern teaching culture and the disadvantage of traditional teaching culture, this paper analyses objective causes, realistic obstacles and advantages of the evolution of traditional teaching culture toward modern teaching culture, proposes the building foundation, mechanism and strategies of modern teaching culture. Mainly embodied in the following five parts:Part One: The Interpretation of Teaching Culture. This part includes the understanding of teaching culture, the historical development of teaching culture and the comments on teaching culture studies. Starting with the discussion of the meaning of culture, the understanding of teaching culture analyses the revelation of culture studies to teaching culture studies, establishes basis for the research of the concept, meaning, style and feature, etc. of teaching culture. The development of teaching culture and the foreign studies of teaching culture can broaden our horizon in study and deepen our understanding of teaching culture.Part Two: The Theoretical Basis of Teaching Culture. To study the theoretical basis of teaching culture is to find the discipline fields which impacts teaching culture, to identify the relation between these fields and teaching culture, to explore how the theories and approaches in these fields affect teaching cultural studies. Combined with the essential characteristics and the historical development of teaching culture, this paper's theoretical basis is laid on psychology, culturology, sociology and anthropology. Specifically, the psychological theory includes behaviorism psychology, cognitive psychology and humanistic psychology. Culturological theory mainly includes cultural formation, the nature of cultural crisis, the basic pattern of cultural transmission, cultural consciousness, as well as the critical methods of Culturological studies. Sociological theory includes conflict theory, sign interaction theory, communicative action, group approach and theory of social criticism. Anthropological theory mainly includes cultural comments and acculturation, as well as anthropological fieldworks. The theoretical basis of teaching culture provides study approaches and theoretical basis for the formation and construction of teaching culture.Part Three: The Formation of Traditional Teaching Culture. This part reveals the formation of traditional teaching culture through the discussion of the factors which affect teaching culture. Specifically, it is embodied in the following three parts: firstly, the influencing factors in the formation of teaching culture, including national traditional culture, the development of modern China's education, current situation of China and cultural conflicts and conformity. Secondly, the value and influencing factors of traditional teaching culture, including knowledge orientation, subject orientation, unified management, single evaluation as well as teaching, reciting, doing exercises and hard work. Thirdly, the formation mechanism of traditional teaching culture, including the deep-rooted negative impact of Chinese traditional culture, the great impact of essentialism thinking pattern, highlighted teachers'culture over students'culture in classroom teaching as well as the impetus of facility-aided classroom teaching evaluation system.Part Four: A Survey of Teaching Culture in the Implementation of the New Curriculum. This part mainly studies the patterns of teaching culture and teaching culture differences resulted from teachers'different qualities in the implementation of the new curriculum. The study combines qualitative researches and quantitative researches by means of questionnaires, teacher interview and attending lectures. The objects of the questionnaires are both teachers and students. The objects of the interview are mainly teachers. The analysis of teachers'questionnaires suggests that the current teaching culture is modern teaching culture. However, the semi-open interviews based on the same content suggest that the current teaching culture is traditional teaching culture. The two results are contradictory. Combined with the result of students'survey, the observation of the classroom teaching as well as the analysis of the influence of social problems to the new curriculum, the writer believes that the current teaching culture should be traditional teaching culture. The anthropological variables such as the geographical location of teachers, teacher's age, seniority, job title, duties, qualifications, school location and school-level lead to the diversity of actual teaching culture. The survey of the current situation of teaching culture establishes the foundation for the evolution and construction of teaching culture.Part Five: The Construction of Modern Teaching Culture. This part mainly studies the evolution of traditional teaching culture to modern teaching culture and the construction of modern teaching culture. The motivity and cause of the teaching culture evolution is that traditional teaching culture cannot meet the requirement of the new curriculum, but modern teaching culture can. Besides the objective causes and realistic obstacles of culture teaching evolution, the advantages should also be taken into consideration. The construction of teaching culture mainly studies construction basis, construction mechanics and construction strategies. The construction basis is the law of human development and the law of education and teaching. The construction mechanics can be reflected as follows: the meaning and requirement of the new curriculum provides theoretical guidance for the construction of teaching culture; classroom teaching practices lay a good practical foundation for the construction of teaching culture; cultural criticism provides value self-examination for the construction of teaching culture; teachers'culture evaluation endows teaching culture with individual character. The construction strategies include the macro-level, meso-level and micro-level. The macro-level strategy is to provide a good environment protection for teaching culture construction. The meso-level strategy is to promote teachers'quality and to provide a good capacity protection for teaching culture construction. The micro-level strategy is to provide a good activity protection for teaching culture construction via teachers and students'classroom teaching activities.