Research On The Reform Of Teaching Methods From The Perspective Of "Trinity"

Elementary education curriculum reform requires the change of instruction method.Instruction method consists of the way of thinking and the way of teaching behavior,in which the former guides and controls the latter.Therefore,it is necessary to promote the changes of instruction method from the perspective of the way of instructive thinking.The innovation of local instruction theory is dependent on local humanities and social science theory.In this study,the author chooses domestic theories like"dividing the whole into three" and "engineering thinking" as theoretical basis of the study,trying to prove "the trinity",one of manifestations of "dividing into three" and a "engineering thinking",can change the way of instruction from three directions.This study follows three clues:the first is to use "the trinity",for the theoretical analysis;the second is to use "the trinity" for planning and designing;the third is the evidence used in the whole process of study from researcher's reflection of his own teaching practice and teaching research.This study argues that the reform of instruction method can be conducted from three dimensions.Firstly,the fundamental reason for unsatisfactory instruction method is that the instruction theory and teaching practice did not produce "resonance"for there is a significant difference between the theory of "instruction theory researchers" and the theory of "instruction theory practitioner".To eliminate such difference,the first step is the requirement of the debut of "teaching practice researcher" as a third party,forming the "teaching practice community" as "the trinity".The integration of the two theories is achieved through the action of three parties,especially the action of "research teaching practitioners",which ensures that the instruction theory can guide the teaching practice and promotes the change of instruction method from the view of "personnel".Secondly,the reform of instruction method requires "teaching researchers" to change the teaching research strategy,that is,the study of classroom teaching must be converted from the "class research" into "class integration".Such reform can be viewed as the "harmony" of two theories in research strategies."The trinity" way of thinking,based on the relationship of "class","number" and "prescription(type)",is a form of "class integration"."Practical teaching researcher" is the main body to use"the trinity"(the "class","number","prescription(type)")research strategy.They can provide a suitable instructional mode through such research strategy to "teaching theory practitioners" and change the way of teaching.Finally,the way of instruction behavior mainly refers to instructional mode,that is,to change an instruction mode can change the way of instruction.Teachers cannot use just one or all of teaching elements in every lesson.Therefore,one of the best choices may be to set up their own teaching modes based on three teaching elements.This study proposes and demonstrates a "problem· dialogue ·activity" teaching model which is an attempt similar to the "classical prescription" of the traditional Chinese medicine.Teachers can change their teaching methods by adding or subtracting"classical prescription" type of teaching mode with "the trinity" way of thinking.The focal point of this study is to prove the role of "teaching practice researcher"through the empirical study of "problem· dialogue ·activity" instructional model in teaching practice and finally prove "the trinity" way of thinking can promote the reform of instruction method from three perspectives.