Acquisition And Engagement: Research Of Teaching Value Orientation

Since reform of the new curriculum,the field of teaching theory research and teaching practice have emerged two entirely different teaching value orientations,the competition and conflict of the two orientations,which coexist in teaching practice seriously have confused teaching subjects and caused teaching practice the emergence of anomie,have hindered further development of new curriculum reform.This paper is in perspective of culturology,combs and digs into the papers that published in recent years,probes into the teaching value orientation within it,adopts Kuhn's paradigm theory and has summed up,proposes acquisition teaching value orientation and participation teaching value orientation.Acquisition teaching value orientation and engagement teaching value orientation don't emerge in a vacuum,they have a deep origin and context in teaching and education history,analyzes different kinds of teaching theories and thoughts which all points to acquisition or engagement value orientation in essence.This paper researches on the theoretical basis of acquisition and participation value orientation and ascertains the reason that caused it.And from perspective of culturology,it analyzes and compares acquisition and engagement teaching value orientation on value level,thinking level,behavior level and the performance in teaching activities,has a good grip on the regularity as well as the differences between the two kinds of teaching value orientations,thus establishes the theoretical framework of this paper.On this basis,uses theoretical framework and develops tools that could investigate and survey teaching practice,inspects on the existence of acquisition and engagement value orientation in teaching practice.Research results shows that the both exist in teaching practice by a conflicting form in most time,causes teaching subject in confusion and perplexity,generates teaching methods which is advocated by new curriculum frequently appears the phenomenon of anomie.Analyzes the two real conflicts in practice and makes theoretical analysis,discusses the cause and characteristic of conflicts and presents the point that from conflict to integration on the basis of summing up the advantages and disadvantages of acquisition and engagement value orientation.And then,discusses "core literacy" concept to integrate "acquisition" and "engagement" from perspective of culturology,puts forward integration strategies of harmony merges into one.In short,the proposition of this paper can solve the problems since the curriculum reform has faced to and promote its further development.On the basis of research thought above,this paper gives correlatively analysis and exploration on four parts:The first part.Reviews teaching activities in perspective of culturology,considers teaching activity itself as a kind of cultural activities;And analyzes teaching culture on the level of value,thinking and behavior,the value level is in core position in this three levels,behavior level is explicit in the concrete practice of the teaching subject,and thinking level plays the role of connecting the both levels.However,because the teaching value orientation has the functions of norm,orientation,and actuation,and in concrete teaching research and practice,the value level,thinking and behavior level of teaching culture also expresses as the teaching value orientation of teaching subject,namely the teaching subject,which is in teaching practice,is according to their own needs and the properties of teaching object,within the relationship of mutual satisfaction and be satisfied,has subjectively value choice on stable overall direction and trend.On this basis,it deeply discriminates the concept of teaching value orientation,surveys teaching theory research before and after the new curriculum reform on basis of grasping this concept,separately concludes and sums up in application of Kuhn's paradigm theory,and then proposes acquisition teaching value orientation and participation teaching value orientation.By "acquisition teaching value orientation" means: takes individual student as the unit of analysis and understanding,understands the knowledge as a personal mind and ignores the cultural environment,so the teaching activity is understood as the knowledge transfer activities in individual mind,the brain becomes the container of knowledge,and all the teaching behavior aims to promote the transfer activity better.By "engagement teaching value orientation" means to respect the principal position of students in teaching activities,combines with the situation under the guidance of teachers,students participate in teaching activities with their own action,constructs knowledge,experiences process,cultivates emotion in active participation,and the teaching centres on the teaching methods such as dialogue,cooperation,exploration and so on.The second part.Considers education and teaching history applying concept of acquisition and engagement value orientation,discovers it has its own basis and can clearly see its respective development vein in education and teaching history;different kinds of teaching theories and thoughts essentially point to acquisition or engagement value orientation.The primary reason why acquisition and participation value orientation could run through the whole education and teaching history is they respectively have their own solid foundations of philosophy,psychology and pedagogy.On the basis of clarifying these problems,it compares the difference between the two kinds of value orientations on the level of value,thinking and behavior from cultural prospective,and it is the difference of this three levels that makes the outlook on teaching objectives,teaching methods,teaching process,relations between teachers and students,teaching evaluation and more exist significant differences,clearing up above problems makes this research grasp nature regularity of acquisition and participation value orientation,and at the same time,establishes the theoretical framework that can analyze current acquisition and engagement value orientation that contained in teaching practice.The third part.After clarifying and comparing acquisition and engagement value orientation in theory,switches the perspective to the field of teaching practice.Applies the established theoretical analysis framework,designs questionnaire on basis of interviews and considers current teaching practice,has discovered that acquisition and engagement value orientation coexist in present teaching practice,while the difference of the two lead to conflicts,which concrete expression to the relationship between teachers and students,teaching methods,teaching process,evaluation of classroom and teaching goal and so on.Although these conflicts present differently,it all comes down to the conflicts between traditional teaching culture with acquisition and engagement value orientation at its core and foreign teaching culture,unrestrained teaching culture and conscious teaching culture.Theoretically analyzes these conflicts and clarifies their causes and characteristics,proposes the two value orientations are not only competing and contending with each other,at the same time,they also have common foundation in order to promote students' development;hence it is can be adaptable.Reflects on the advantage and disadvantage of acquisition and participation teaching value orientation,they both have their own rationality,but also have their own inextricable trouble;In promoting students' development,the respective advantage of the both is exactly the shortage of opposite side,the coordination of the both can contribute to the all-round development of students.Therefore,this paper puts forward the viewpoint that acquisition and participation value orientation move from conflict to integration,the integration of this two orientations can eliminate all sorts of conflicts in the field of teaching theory research and teaching practice,which could make teaching practice more organized and standardized,so as to promote further development of new curriculum reform.The fourth part.In perspective of culturology,value is the core of culture,then the conflicts between acquisition and participation value orientation can be dispelled by the way of solving cultural conflict.Any kind of teaching culture is made up of a variety of ingredients,both has individuality and commonness,individuality causes conflict and commonness gives rise to integration.We should first envisage the conflict between acquisition and engagement value orientation,and meanwhile let the both look at each other and have a talk,adopts the concept of "key Competencies" to integrate the both in the process of "acquisition" and "engagement" continuously sublating between each other,then "acquisition of subject knowledge" and "participation of subject activity" can be organically integrated in the teaching activities which aim to improve students' core literacy.Based on the principle,adopts Chinese traditional harmony wisdom,using specific strategy of harmony merge into one to integrate conflict between acquisition and engagement teaching value orientation under the dynamic state of "known to keep acquisition" and "known for engagement",which causes changes on the value level,thinking level and behavior level of teaching,as a concrete manifestation from conflict to integration on the outlook of teaching objective,teaching methods,teaching process,the relationship between teachers and students and teaching evaluation and so on.In order to achieve coexistence and integration,it needs teachers become intelligent teachers,students become active learners and teaching process that could change to meet demand as its condition protection.