A Cultural Study On Teacher's Belief

With the increasing of instruction complexion and changing direction of teaching research paradigm, teacher's belief become one of the focus on research filed of globe teacher's teaching and teacher's professional development.Generally speaking, teacher's belief means the instruction concepts that based on the teacher teaching practice, the individual instruction thought or theory system of behavior order, the understanding and learning through one's personal experience of teacher, and the pursuit and elevation of teacher self-value. In the teaching communication and practice activities, teacher's belief is not only reflect the knowledge understanding, emotional comprehension and life experience, but also explain and reconstruct the relationship of value and meaningful between the instruction behavior and implement, individual cognition and professional development, educational culture and life through the behaviors reflection of subjects' interaction. Meanwhile, teacher's belief is influenced the social culture, and teacher personal characters, like as teacher's needs, interesting, knowledge and so on. As the kind of culture and habit, teacher's belief means value concept in teacher's mind composition.It is relatively late research on teacher's belief in our country, and the existing research materials are less, especially there are no systematic and thorough studies on the connotation characteristics, types and levels, process of forming, influencing factors and development strategies of teacher's belief from visual angle of culture. Therefore, probed above this questions, it could enrich the relatively theories of teacher's professional development, and promulgate the intrinsic dynamic and the generative mechanism of teacher change. To some degree, it is of both important theoretical and practical meaning to the teacher's professional development.Based on clarifying the basic problems of teacher's belief, such as main contents, development stages and so on, we analyzed the cultural moral character of teachers'belief, and probed the important meanningful and value to teacher's professional development and self change. This dissertation investigated the status quo and problems of teacher's belief by using the self-designed questionnaire and in-depth interviews, the writer founded some problems of teacher's belief, the reason is the value orient of modern culture influence the values, in order to the unabundant relationship between belief and behavior; and the other reason is the crisis and solidification of teacher's belief development process.According to the above questions, this study discussed the influnce factors, gerenative mechianism and behaviour tactics of teacher's belief form the angle of culture. the writer consider the positive construction and development of teacher's belief will reach the balance of technical, value rationality.We should encourge the self change and self reflective of teacher, and inspire the teachers'subjective consciousness; we should construct the teacher workshop, and promote the dialogue and cooperation to guide the reasonable teacher's belief; and the same time, the school should construct human-oriented culture, for developing and consummating the teacher's belief on school-based train, and attach important to the peer cooperation with college, sustaining and guiding the development of teacher's belief.The dissertation is divided into six chapters.The Introduction elaborates research reasons, present situation of teachers'belief research both home and abroad, research direction, research methodology and significance.The first chapter is named the Connotation of Teachers'belief. This chapter expounds the implications, component parts, characteristics and basic questions of the teachers'belief, and probe into the relationship and meaning of teacher's belief and teacher's professional development or self change.The second chapter is named the cultural moral character analysis of Teachers'belief. This chapter analyses the orientations of value, concept and behaviour by the cultural moral character, and expound the value purport of teacher's belief form the epoch essence, human spirit and cultural generation. The researcher thinks the concept orientation of teacher's belief must be the achiving the education, cultiving the wisdom and comsummating personality, and the promotion of teaching efficacy in the bahaviour orientation.The third chapter named the Status Quo Investigation and influence elements analysis of Teachers'belief. This chapter discovers through literature analysis, interview and questionnaire survey that in present primary and middle school, to learn the present situation of teacher's belief, and discuss the existing problems in teacher's belief. This chapter also probes into the possible influence reasons which may lead to the produce of these problems.The fourth chapter named the generative mechanism analysis of Teacher's belief. The generation of teacher's belief consists of the internal and external influence factors. The researcher considers the generative mechanism of teacher's belief that needs the leading of socity cultural and personal experience, guarantation of policy and school culture, supporting the teaching hahaviour.The fifth chapter named the behavior tactics analysis of Teacher's belief. The teaching behavior is the external manifestation. After the analysis of the generative mechanism of teacher's belief, the writer puts forward the strategies:to foster the reflection of teacher, writing the teachers' personal life history; to establish teacher workshop, promotion the cooperation and dialogue between teacher and students; to make school-based training, encouraged teacher are in perfect harmony in school culture, to coordinate the college, leading and supporting the teacher's belief perfect; etc.