Teachers’ Concept Conflicts And Behavior Generation In Classroom Teaching Reform

All reforms are based on concepts.There is no classroom teaching reform without concepts.Therefore,the deepening of teaching reform needs to pay attention to teachers’ educational concepts.Based on it,taking teachers as the object,concept conflicts as the research focus and behavior generation as the goal,this paper discusses how teachers adjust,integrate and generate the theoretical “concept” and their own“behavior practice”,then analyzes the deep logic of teachers’ behavior generation under the conflicts of classroom teaching reform ideas.This study selects a school in W City as a case,focuses on the generation of teachers’ concept conflicts and behavior in the classroom teaching reform of “Theme Module Curriculum Integration”,and explores the generation mechanism and practical logic of teachers’ classroom teaching reform behavior after encountering concept conflicts in the real scene of classroom teaching reform,so as to provide reference for people to understand classroom teaching reform,to promote the reform of classroom teaching and serve the development of improving the quality of education and teaching.The main structure are as follows:Firstly,taking school A as a case,this paper makes a panoramic scan of the classroom teaching reform of “Theme Module Curriculum Integration” carried out by school A.Along the development clues of “the causes for carrying out classroom teaching reform-the start and practice of classroom teaching reform-the difficulties encountered in the promotion of reform”,this paper describes the process of classroom teaching reform in school A,and then deeply describes the daily work and learning patterns of teachers in the classroom teaching reform.It is found that the trivial and complicated daily work and learning fragmentation constitute the daily patterns of teachers in the classroom teaching reform,and also become the logical starting point of the conceptual conflicts of teachers in the classroom teaching reform.Secondly,it investigates the concept conflicts encountered by teachers in the reform.According to different learning ways,the concept conflicts of teachers in school A in the classroom teaching reform of “Theme Module Curriculum Integration” is divided into three categories,namely the concept conflicts as trainees under indoctrination learning,the concept conflicts as problem solvers under situational learning and the concept conflicts as autonomous learners under inquiry learning,It is found that the intergenerational transmission of classroom teaching reform ideas,the social field of different reform participants and the individual diversities of teachers have become the main reasons for the conflict of teachers’ reform ideas.Thirdly,it presents teachers’ real classroom teaching reform behaviors in the conflicts of classroom teaching reform ideas.The classroom teaching reform behavior of teachers in school A is divided into “impedance behavior”,“compromise and adjustment behavior” and “innovation behavior”.And it describes the realistic picture of teachers’ classroom teaching reform behavior under the conflicts of reform ideas,then analyzes the driving force that promotes their behavior.The study found that negative attitude,collaborative learning environment and autonomous learning are the main factors affecting teachers’ choice of classroom teaching reform behavior.Finally,based on the change behavior under the conflicts of teachers’ ideas,this paper explores the generation mechanism of teachers’ change behavior in classroom teaching reform.Teachers constantly adjust their reform behavior in the conflicts of ideas to generate new one Therefore,understanding,meditation and environment are the key elements for the generation of teachers’ classroom teaching change behavior.The study found that teachers’ understanding and reproduction of the concept of change is the beginning of teachers’ classroom teaching reform behavior.Teachers’ classroom teaching reform behavior can be manifested in classroom practice,and form reform ideas and methods to continuously promote classroom teaching reform as well.It is a gradual accumulation from understanding the idea to manifesting the behavior and then forming the thoughts.In the continuous spiral rise,it changes from quantitative accumulation to qualitative change,so as to continuously promote the reform of classroom teaching.The analysis of teachers’ concept conflicts and behavior generation in classroom teaching reform is to further improve the current situation of classroom teaching reform,reconstruct the overall link of school classroom teaching reform,strengthen the design of teachers’ professional community,and reshape the continuous and consistent orientation of classroom teaching reform,which may provide reference for future classroom teaching reform.