On The Story Teaching Model

The Application of story to teaching process, with one of the important purpose of supplementing the absence of the humanistic education in the intellectual, technical, practical, fashion-focused and task-oriented teaching model, enables students to gain a spiritual enlightenment, a living habite, an internal review talent. Reviewing the existing application in the teaching, the story is used too superficially as a tool to help students understand the knowledge and concepts, or as a condition and background of teaching (e.g. anchored instruction). The teaching activities which take full advantage of the story should utilize effectively the spiritual theme, meaning, value, live logic, the procedural context and its derivate educational theme that the story included, plus the curriculum resources contained in story elements such as the aesthetics characters, plot, structure, creative methods, so that the students are able to nurture their spirit and upgrade their wisdom from the experience and introspection on stories. With regard to this, the application of story in teaching should firstly use the story as a concept to guide the teaching and learning activities, a communicational medium between the instructional design and its' relevant factors. Finally, the life is treated as a story, the guiding value of the education for students'life carried out.In order to practice this idea, this article inherites the attention to students' experience and its significance of the narrative instruction, meanwhile, emphasizes the thought of story teaching process,treats the story teaching as an idea which requires teachers to consider the relationship between the learning life and social life of students, but also firstly organize the teaching activities to be a extending process consisting of multi-subject composition,diverse roles and story plots, so that students could gain situational experience, insights, and practice in learning and reflection to enrich themselves in the affective and cognitive and improve their mental. Accordingly, the practical story teaching is the inqury, reflective teaching,which used the particular theme as the core, and guided by a specific story context.In these teaching activities, teachers, students or other participants cooperate with each other to design, exhibit the learning experiences through exploration activities, and co-construct a narrative teaching on a particular topic. Here, the relationship between the teachers and students is inter-subjectivity. In the process of mutually experiencing and reflecting the story, they became the protagonist of each other' stories and changed stories.Student is the role of the story, also the objective observer, analyst.Specifically, the teaching inspired by the story teaching mode, a course to communicate the past, present and future of individual students, help students to construct their unique spiritual world through coordinate students' individual and sociality self development, and realize the individual's freedom and balance based on understanding and criticism in the social practice, and then to enhance the individual social practice ability. In the operation,the story teaching mode exist two clues supporting mutually. Firstly, to launch the inquiry co-teaching based the story.In this application,stories based on living practice are linked to discipline knowledge, inspiring the meaning,the value, and behavior paradigm of individual thinking by means of metaphor, and then helping student to understand the social, human-beings and life, also form certain experiences and ideas,reaching individual cognitive imbalance firstly.But the story inspiration is not equal to the construction of the students' value system. To internalize the meaning and value of story for one's beliefs or value system must through the practice of meaning and value validation. Therefore, the story teaching model designs the inquiry activities towards the life world to help students understand the practical conditions and scope of significance and value, and form critical,objective and flexible attitude in thinking and solving problems.Secondly, to launch the narrative inquiry activities based on the individual and students group learning experience. Students' learning practice is a so precious story resource that the they could spread themselves, develop themselves. It's beneficial to their self-cognition and self-development planning. Emphasizing this unique "story" resources,the story teaching model draws lessons from the narrative, educational narrative research and other newly emerging research topics with its unique connotation, and attempts to fostering and promoting students' and teachers' self-perception,planning and development ability and level through their mutual narrative teaching. In order to guarantee the effectiveness of the teaching activities, instructional design will focus on providing a statutory and free learning environment and atmosphere for students. Statutory means learning activities have certain direction, planning and learning effectiveness can be evaluated in certain scope and degree. Free means learning activities are individual adaptive and situational. In order to guarantee the teachers' instructional design and teaching activities can truly benefit to students' learning activities, the story teaching model have different requirements and emphasis in every operation step, and teachers need to design and adjust their behaviour flexibly according to their own understanding and teaching situations on the basis of their research achievements.