Towards Autonomy—A Study On The Change Of Teachers' Behavior

In the process of deepening reform of classroom teaching,the content of classroom teaching changes from macroscopic theory construction to microcosmic practice exploration.the teachers'teaching and students' learning in classroom have become the focus of teaching research.Teachers are the implementers and promoters of classroom teaching reform.Teachers relate to teaching and students through their own teaching behaviors to realize the transformation of classroom teaching.Teaching behavior is the means and the way by which teachers express teaching understanding,guide students to learn and promote the development of students.The teacher's teaching behavior has a direct impact on the effectiveness and quality of classroom teaching.We expect changes in classroom teaching.First of all,the teaching behavior of teachers need to change,and only teachers teaching with the updated teaching behavior,can effectively promote the progress of classroom teaching reform.Thechange of teacher's teaching behavior is maintained to the change effect of classroom teaching.Then,what kind of teaching behavior should teachers show in the changing classroom?Did the teacher change the teaching behavior following the changing needs of classroom teaching?Whatis the change process of teaching behavior?How teachers can consciously and initiatively change their teaching behavior?Teachers are entangled by these problems in teaching practiceand it puzzles the teaching of teachers.The vague understanding of these problems made teachers lack self-conscious behavior intention in their teaching activities and could not grasp their own teaching behaviors autonomously.Instead,the teaching behavior was restricted by the stipulation.The reality of the behavior restricted by the stipulation and the expectation of autonomous teaching behavior are the contradictions that teachers should solve when they change their teaching behavior.Based on the thinking of this question,this paper explores the problems in the transformation of teachers ' teaching behaviors along the practical logic of teachers' teaching behavior from the behavioral state restricted by stipulation to the level of autonomous behavior.The basic ideas of the article are as follows:The first part(the first chapter)makes a theoretical explanation of the change of teacher's teaching behavior.Different disciplines recognize behavior from different perspectives of concern,and behavioral research in the field of teaching focuses on exploring the behavior of teachers and students in classroom teaching from the aspect of teaching significance.This article defines the subject of the teaching behavior as the teacher,defines the teacher's teaching behavior as the overall behavior constituted by the external activity performance and the internal psychological response which makes a reflective thinking on the activity performance.Teachers' teaching behavior is constantly changing in the teaching situation and has the inherent tendency of changing to a better behavior level.Therefore,the change of teachers' teaching behavior is a positive process of behavior change.The guidance of teaching norms,the regulation of teachers' teaching consciousness and the teachers' active behavior are the essential connotation and basic requirement of the change of teaching behavior.The change of teacher's teaching behavior not only promotes the improvement of teacher's teaching behavior,but also plays an important role in teaching reform and students' development.To achieve the transformation of teaching behavior,teachers must break through the negative regulatory power that prevents them from playing their own initiative and realize their transformation through their conscious actions.Therefore,the transformation of teachers' teaching behavior shows the logic rule of the change from behavioral state restricted by stipulation to the level of autonomous behavior.Go beyond the limitation of disciplineto autonomy is the practical logic of teachers' teaching behavior transformation.The second part(the second chapter)analyzes the stipulation reality of teacher's teaching behavior.The stipulation has the applicable limits.The stipulation in teaching has a positive normative effect on the teaching behavior of teachers within the appropriate limits.However,the current stipulation in teaching that is out of the reasonable limits has a negative effect on the teaching of teachers.The negative stipulations in teaching include the abnormal teaching stipulations and the anomie of teachers' self-stipulations,which contain the teachers' teaching behavior from both inside and outside,hinder the renewal of teachers' behavior,and make teachers show passive and restrained teaching behavior in teaching.The reality of teacher's teaching behavior is subject to the stipulation,on the one hand,reflects the unreasonableness of the teaching stipulation,and on the other hand,reflects the teacher's own problems as the subject of behavior.Among them,the abnormal teaching stipulations are the external conditions of the teaching behavior subject to the stipulation,and the teacher's lack of self as the subject of behavior and the deviation of the teaching values are the inherent causes of the teaching behavior subject to the stipulation.The third part(the third chapter)explores the meaning,performance and realization foundation of autonomous teaching behavior from the theoretical level.The goal of the change of teacher's teaching behavior is to form autonomous teaching behavior,which is the behavior that teachers take active part in teaching in the free and open teaching practice.Teachers' autonomous teaching behaviors show in different teaching stages,which are characterized by unique teaching comprehension,active teaching choice,independent teaching decision and individual teaching creation.The goal of autonomous teaching behavior as the transformation of teachers' teaching behavior is based on the reality of teaching.The tension between stipulation and autonomousand the mutual promotion of action and reflection in teaching are the basis for the realization of teachers'autonomous teaching.The fourth part(that is,the fourth,fifth and sixth chapter)explores the realization process of the change of teacher's teaching behavior.There are three kinds of relationship which are co-ordination,mutual alienation and opposition conflict between stipulation and autonomy in teaching behavior,and the change of teacher's teaching behavior towards autonomy needs to dissolve the contradiction between stipulation and autonomy,so as to liberate teachers from the negative stipulations and gain autonomous behavior power.This part analyzes the process of teachers' teaching behavior towards autonomy in terms of transition conditions,key stages and process states.In this process,teachers should rationally understand the limits of stipulations andthe scaleofautonomy,grasp the balance point between stipulation and autonomy,take active participate in teaching,and constantly update the concept,only do these can go beyond the negative limits of the stipulation and the dependence on the stipulation.Realizing the transformation of teachers' teaching behavior towards autonomy not only needs to create suitable external stipulations through the reconstruction of teaching relationship and institutional culture,but more importantly,needs to stimulate teachers' intrinsic conscientiousness,to promote teachers' self-awareness of behavior,and to encourage teachers to pursue autonomous teaching behaviors consciously and actively.The transformation of teaching behavior is the process of continuously renewing of teacher's teaching behavior,and towards autonomy is its' current goal,but from the perspective of the teacher's individual life meaning,the teaching freedom is the ideal state of teacher's teaching and the teaching behavior achieved the high degree of teaching freedom is the ideal goal pursued by teachers.