Process And Methodology In Improving Classroom Teaching

Classroom teaching reform has continually been the research focus of educational reform in our country.Previous research mostly focused on classroom teaching values,basic ideas,methods,or teaching problems.This thesis views classroom teaching reform as a process in which the developer,facilitator and teacher team together to effectively promote the reform.It investigates the experience and problems of classroom teaching reform in our country from the perspective of process theory,and analyses the implementation process of Quality Teaching in NSW in Australia in order to get some enlightenment of the current status of classroom teaching in our country.The key point of this thesis views classroom teaching reform as a process involving developer,facilitator and teacher.Using the process theory of classroom teaching reform,it posits that classroom teaching reform is not just a reform of teaching idea or method,but dynamic process of continuous intervention between the developer and teacher.Specifically,the developer and facilitator investigate,and research together to develop new reform projects,which guides the development of reform structure maps for training plans for the teachers.Following the implementation of the reform,evaluation of the initiative is undertaken to inform improvement measures setting a platform for the teachers to exchange reform experience.This thesis is divided into three parts:Introduction,Body and Conclusion.The Introduction presents the origin,significance,methods of the research,provides a historical review of classroom teaching in China,and outlines the research process.The body consists of six chapters.Chapter one presents the teaching issues.Chapter two describes the theory of the process of classroom teaching reform,including the principles,support conditions,characteristics of classroom teaching reform and process model.A process model for this thesis is proposed.Chapters 3 and 4 examine and analyse the process of implementation of Quality Teaching in NSW in Australia which have six different stages according to the process model of this paper.The fifth chapter presents a comparative analysis of the process of classroom teaching reform between China and Australia according to the process model of this thesis,and discusses recommendations for classroom teaching reform in China.The sixth chapter is provides prospects of classroom teaching reform in the further in China.Finally,the concluding part of this research presents a summary,discusses the innovation and deficiencies of this study,and possible directions of future efforts.