Research On Sociality Of School Teaching Concept Reform

Concept is the guide of action, so does the teaching activity. The scientific teaching conceptis the key to ensure the direction and efficiency of teaching activity. For school teaching, theschool teaching concept is of great significance in promoting and improving the school teaching.For the purpose of teaching reform, the outdated and backward teaching concept must bereformed.Teaching is an artificial activity and the real sense of teaching concept reform should beimplemented in specific and practical teaching activity and convert the advanced teachingconcept to the practice form of teaching life and to real teacher-student survival mode. However,teaching is a social activity and the school teaching concept reform is also a complex socialprocess, which has its own inherent social logic and complex but realistic sociality foundation.Facing the stalemate, repetition, delay, inconsistency, perfunctoriness and other problems, thereasonable goal that solves the realistic problems in the school teaching concept reform and thestrategy that scientifically promotes the school teaching reform can be developedmatter-of-factly only based on its macroscopic social background, combined with its specificsocial situation and by analyzing the social logic of internal organization operation andmembership action of school as a “miniature society”.This paper adopts the research method of using a combination of literature review andpractical research, a combination of theoretical analysis and empirical analysis, analyzed themacro level of social restriction, the medium level of operating mechanism of organization andthe micro level of the teacher’s action logic of school teaching idea change the influence of thesocial process. Hope to find out solutions to problems in the process of change.The first chapter is “to interpret the concepts and clarify the problems”, first to interpret thebasic meaning and basic significance of the school teaching concept, to analyze the impetus, theform, the process and the construction of reform, to clarify the sociality by three levels of“macro”、“medium” and “micro”, laying the groundwork for the further study of the schoolteaching concept.The second chapter is “the external social control of the school teaching concept reform”,the sociality of school education makes the discussion of social teaching concept reform not leave the analysis of social background. The social development, the change of times, theinfluence and shaping of culture on people’s value and the unique specific situation of eachschool are the realistic foundation for the formation and reform of school teaching concept，which is the macro level of the sociality of school teaching concept reform.The third chapter is “the organization operation of the school teaching concept reform”,the internal organization of the operation is the medium level of the sociality of school teachingconcept reform.first of all, each school has unique culture and this culture which represents theschool’s leading values is affected and penetrated by the social culture to form a relativelyindependent field domain in the school, in which the individual behavior and communicationbetween individuals follow certain non-official and potential rule. Second, the school itself is asystem which completes the mission given by the society by institutional teaching system andstandardizes the behavior and ideological concept of teaching subject by institutionalspecification to make the teaching subject be disciplined by the coercive power of system. at thesame time, the system also provides supports and guarantee for the standardized and smoothdevelopment of teaching activity and transformation of teaching concept from concept topractice. Next, the game and counterbalance between school subjects also constitute the socialfoundation of the realistic operation environment of school. And then, the subjects related to theteaching reform outside the school also concern the occurrence and reform of teaching to adifferent degree from their own perspectives. Finally, the education and teaching researcher is animportance force that promotes the school teaching concept reform.The fourth chapter is “the teacher and their action logic in school teaching concept reform”,the research of the sociality of school teaching concept reform should be finally implemented asthe practice of school teaching concept, namely, implemented as the teaching body-change ofteacher’s behavior. The teacher’s teaching behavior is decided by the teachers’ individualteaching concept, individual teaching concept will be affected by a series of social factors andconstraints. Therefore, the teaching concept reform process of teacher will follow some sociallogic and the teaching concept reform is finally completed after experiencing a series of process.This is the macro level of the sociality of school teaching concept reform.The fifth chapter is “the win-win and consensus of school teaching concept reform”, toreally realize the school teaching concept reform, the first one is,the subjects in the schoolteaching concept reform must, establish an equal, mutual-trust, mutual-benefit and inclusive cooperation atmosphere and reach an consensus in mutual exchange and dialogue and alsoestablish a coordinated cooperation system based on this to realize the win-win in interests. Thesecond is to establish a fair and reasonable teaching system to make the subject and organizationherein accept and implement this institutional concept and gradually convert it into the teachingconcept of teaching subject. Third is,when facing the concept difference, interest conflict anddifferent ideas in the teaching, the teaching subject should take common teaching problems,same or similar interest demands and compatible position as the premise of teachingunderstanding and reach an consensus and cooperation based on mutual compromise. Fourth, itis also required to review the relationship between teaching theory research as “experts” andteachers as teaching theory practitioners, establish a mutual-understanding, mutual-tolerance andmutual-promotion equal cooperation relationship based on equal dialogue and sincerecommunication to make the school teaching concept reform process become the mutualconstruction process of theory researchers and teaching practitioners. Fifth the teacher as theteaching practitioners should adhere to the conscience of educator in front of multiple values,clarify its role confusion given by the modern society with objective self-knowledge, pursue thespiritual freedom under the institutional specification, maintain the independent and rationalsubject consciousness and actively cope with the update and challenges of times.