Research On Sense-perception Teaching

With the fast development of science and technology, our society has already been led into a rationalized age and people’s thinking is very scientific and technical rational in its perspective. This hegemonic thinking of rationalism has almost fully occupied the thinking of most people, and is evident in teachers’classroom instructions, which has caused the severe lack of students’’perceptive thinking’in current classrooms. Additionally, the current research on sense-perception teaching is relatively fragmentary and lacks an integrated research focus. Therefore, this dissertation will probe deeply into such aspects as the features, occurrence mechanisms, teaching design and evaluation of the classroom teaching with the students’perceptive thinking as a goal combining the advantage of traditional Chinese thought (comprehension thought) with the recent literature, comparative research outcomes, the Delphi method, and case study method reports.This dissertation addresses four main questions. The first one is what does perceptive thinking mean? The answer to this question will discuss and define the basic concept, connotation, features and function of perceptive thinking. In this dissertation,"sense-perception teaching" refers to an activity of grasping and understanding knowledge, which is based on the full respect towards the students’ individual differences and acknowledges students’active engagement in and comprehension of the important knowledge and information about a topic with the teacher’s guiding hand (and not the overt transmission of that knowledge from teacher to student). Sense-perception teaching emphasizes the students’enlightenment of a mental life, and underscored the personal creation of knowledge. The second question explores the current research condition."Perceptive thinking" plays a vital role in students’study and daily life, but the lacks of support and encouragement for perceptive thinking in classrooms is very severe. What’s more, there is no systematical research on sense-perception teaching in China at present. The third question is how to teach for perceptive teaching, that is. exploring the mechanisms and the instructional designs using examples of Chinese, Mathematives and Art to find out some individual and common. The last question is about the effect of sense-perception teaching, namely, how to evaluate the this aspect of classroom practice. This paper puts forward three feasible evaluation methods, including process-experiencing evaluation, individual-referring evaluation and self-reporting evaluation.This research, which is conceptual in nature, has established substantive responses to each of these questions. However, some shortcoming are acknowledge.The six main achievements arising from this research include:No.1:Deeper understanding of the notion of perception. Everyone has the quality of perception and it is not uncommon. It has a magic effect on people’s learning and understanding, and it is not difficult to imagine that how superficial and simple people’s understanding would be without perception as a guide. The notion of perception is address in considerable detail in this study.No.2:Demonstration to the necessity and feasibility of cultivating students’ perceptive thinking. In the research on perceptive thinking, it is not hard to notice the importance of sense-perception teaching to students. The significance of perceptive thinking is discussed, for example as some scholars suggest,"The knowledge students gained is enlightened from perception instead of teachers’teaching. Only when students realize the knowledge themselves do they deeply construct their own knowledge. Though the process of perceptive thinking takes time, it is really good to students for life." Hence, it is necessary for teachers to learn "being inaction" in sense-perception teaching, and let students fully feel, and experience with their hearts and its possibilities for deep learning.No.3:Analysis of the basic connotation and features of sense-perception teaching. Sense-perception teaching has long been neglected. This study argues that malpractices in traditional’cramming’techniques harms students’all-round development. In detail, sense-perception teaching means an activity of grasping and understanding the knowledge, both the general and the particular, which is based on the full respect of the students’individual differences and makes students actively feel and comprehend the potential of new knowledge and information about a topic under the guidance of the teachers. It stresses the importance of feeling and holistic understanding as the route to ’enlightenment’. It not only emphasizes the aquisition of knowledge, but also the creation and generation to knowledge, with full exertion of students’mental capacity. Thus, sense-perception teaching contains such features as subjectivity, confidence, individual difference, introversion, creation and perception.No.4:Exploration of the supporting theories to teaching for inspirational teaching. In terms of philosophical theories, this work mainly groups into the traditional notions of inspirational thinking epistemology like ancient "nature and human harmony in one" and the Chinese Zen enlightenment, and the modern perception epistemology and the relative philosophical thoughts and theories like irrational, experience philosophy. In psychological terms, this dissertation mostly aims for insight from Gestalt Psychology, schema theory of Piaget, meaning-generation learning theory of Wittrock and humanism. It also follow the experience education theory and innovation education theory in the field of pedagogy. Additionally, it seeks these related theories like brain science and thought science. All of these theories support particularly the rationality of sense-perception teaching and establish the foundation for the research on it.No.5:Uncovering the occurrence mechanism of sense-perception teaching. The primary inner contradiction of sense-perception teaching lies between "teaching" and "learning", or between "teachers" and "students". This pair of ultimate contradiction sustains the opposite and balance relationship under the influence of all subordinate contradictions. The three-dimension structure of dynamical dimension, condition dimension and rule dimension is used to unpack the occurrence mechanism of perceptive thinking. And generative steps and modes of sense-perception teaching are also discussed which respectively include steps of the cognizing process and teaching flow, the main modes of continuum and span, and the’beeline and helix’concepts.No.6:Exploration of operation design, practice measures and teaching evaluation related to sense-perception teaching. Taking the four parts of target, content, process and condition as a key points, this work focuses on the design flow and blueprint of teaching for inspirational thinking, and to the basic strategies in sense-perception teaching like enlightenment inducement, structure optimization, sensibility infiltration, question direction, and condition assistance from the aspect of the features which they all share. The study discusses the individualization strategies of different subjects, taking three subjects, Chinese, Mathematices and Art as representative, and also the evaluation methods, process experiencing evaluation, individual referring evaluation and self reporting for instance.The innovation points include three aspects as follows:this first aspect is about the brand-new title. At present, there is no systematical monograph or doctorial dissertation research on sense-perception teaching according to this investigation. Therefore, this research is, for the first time, probing sense-perception teaching systematically, in the hope of constructing a relatively integrated theory system of sense-perception teaching. The second aspect is about the research visual angle. It is the first time to uncover the essence and connotation of classroom teaching in terms of the visual angle of modern enlightenment cognition, and to search for the occurrence mechanism of sense-perception teaching. The last one is about the creative views, including such basic ones:a) Sense-perception teaching not only focuses on how students gain knowledge, but also more on the influence of knowledge on students’ development, b) it not only concentrates on students’apparent living skills, but also more on students’inner values and emotions, etc. c) Essentially, sense-perception teaching is an organic unification of a kind of "knowledge intercourse" activity between teachers and students through the objective knowledge and a kind of "meaning intercourse" activity through rational meanings, which is based on special space time in classroom. Hence, a "new special intercourse theory" is proposed.