Research On The Formation Of The Teaching Style Of Primary School Teachers

Teacher's professional development is the theme of current teacher education.How to Forming teaching style is the manifestation of subjective consciousness and value.Whether teachers can form teaching style directly points to the possibility of the realization of their main value.Previous studies have shown that teaching style is the result of multiple factors,but the relationship between specific factors and teaching style has not been revealed.This study focuses on exploring the formation of teaching style on primary school teachers,and reveals the influence degree and trend of related factors on primary school teachers teaching style on the basis of previous studies.At the same time,the process of shaping the teaching style of primary school teachers is analyzed in the specific field.Teaching style is the tendency and preference of teachers in teaching activities in a certain period.This study suggests that the degree of different behavioral tendencies of primary school teachers in teaching activities indicates the typical degree of their teaching style.Based on the perspective of "relational thinking",the researcher selected the object of the investigation with the classified sampling of the school,and carried out the investigation on the teaching style of the primary school teachers.Through the analysis of the survey results,the author summarizes the characteristics of the current teaching style of primary school teachers,and reveals the influence of the related factors on the teaching style of primary school teachers.On this basis,the researchers selected four schools with typical differences as the field to analyze the formation on teaching styles of primary school teachers,and conducted in-depth interviews with 11 teachers.This paper reveals how the individual teaching style of teachers is shaped by related factors in a particular field.The full text is divided into seven chapters.The main contents of each chapter are as follows:The first chapter is the introduction to the full text.This paper expounds the research background,research contents,research methods and research values as a whole,and puts forward the theoretical and practical significance of the "relational thinking" of this study.The second chapter introduces the literature basis and theoretical basis of this study.This paper focuses on the literature research of "teaching style" and "formation of teaching style",and puts forward the concept of "teaching style is the behavior preference and tendency of teachers in teaching activities in a certain period".At the same time,in order to explore the complexity and multi-dimension of the formation of teaching style on primary school teachers,this study adheres to multiple theoretical bases: social field theory,teacher professional socialization theory and constructivism theory.The third chapter presents the present situation of teaching style on primary school teachers.Based on the theoretical analysis of Steinberg teaching thinking style,this paper describes the present situation of teaching style on primary school teachers as a whole: most of teaching styles on primary school teachers are critical,free and legislative;Compared with the whole teaching style,the partial teaching style is more favored by the primary school teachers,while the conservative teaching style is the weakest in the current teaching style system of the primary school teachers.At the same time,the influence of professional title,teaching age,region,school teaching and research environment,school management environment and teachers active state on the teaching style of primary school teachers is analyzed in detail.The fourth chapter analyzes the field of the formation of primary school on teaching style.Through the separation and analysis of the field elements,this chapter shows in detail the relevance of the influencing factors in the formation of teaching style,and analyzes the composition and characteristics of the relationship network of the formation of the field of the teaching style of primary school teachers.The fifth chapter discusses the value and performance of self-construction in the formation of teaching style on primary school teachers.This chapter explains the possibility and value of "self-construction" on the basis that the teacher is the main body of teaching style.It explains the connotation and process of "self-construction" in the formation of teaching style on primary school teachers.It includes: evaluation and selection,practice and reflection,cognition and behavior.The sixth chapter analyzes four typical cases,deeply deconstructs the process of the formation of primary school teachers' teaching style,and further puts forward the path of the formation of primary school teachers' teaching style: "Field,elements and their relation network "-" Teacher's assessment of field elements "-" Teachers' cognition in specific field "-" Teaching behavior tendency ".The seventh chapter is the summary of the full text.On the basis of fact-finding,field analysis and case study,this paper discusses the value tendency of teaching style in primary school,from the two angles of field shaping and self-construction.Put forward the strategies to promote the development of teaching style on primary school teachers: expand the activity space of school teachers training and exchange;Reasonable use of the influence of school management;proper use of "teacher's assessment of the field and its elements";provision of specific teaching paradigm;emphasis on teachers' self-construction,.The formation of teaching style on primary school teachers is the concordance between the "unconscious" of field and the "conscious" of teacher's self-construction.We should not only attach importance to the shaping of the field,but also adjust and control the various elements of the field as far as possible,so as to provide a benign situation to promote the development of teachers' teaching behavior.At the same time,it is necessary to change teachers' perception and evaluation of specific field and its elements on the basis of the binding force of objective cognition field,to construct themselves actively,and to realize the regulation and control of teaching behavior.