| Education and method live and develop together. At the widest sense, since the beginning of the school education, there are the discussions on teaching method. Various definitions from individual scholars although, we can find the discussion mainly involve at three levels. The three levels are the theory teaching method, generally teaching method, especially teaching method. This research concerns three levels about the discussions of teaching method, but mainly stress the first level----the theory of teaching method.In our country, as the reformation of instruction goes in depth, the number problems of teaching method is raising and salient. Because of this, retrospection and rethinking the past teaching method and summarizing its accomplishments and defaults can be helpful to having clear view of the every aspect of current teaching method and its future development tend. In doing so, it will lay down a base for constructing a new and active scaffold of instruction and student's life perfect.According to the argument between scientism and humanism, and between traditional and modern education in the education history, Chinese teaching method went through roughly three major transforms and four stages course in one hundred years. Among this, the three major transforms formed three different kinds of teaching methods. (1) The introduction and dissemination of classic teaching method (from 1901 to 1919, from 1950 to 1978). As classic teaching method, Herbert's five segments teaching method is the representative in the first period; Kailov's five links teaching method dominated the second period. (2) Reference and creation of exploratory teaching method (from 1920 to 1949). Exploratory teaching method7includes two kinds. One is imported teaching method, such as designed teaching method; the other is domestic-created, such as teaching-studying-doing. (3) Exploration and creation of developing teaching method.(after 1979). It spread out in four lines. The first lines emphasize guidance for independently learning, the second stress on learning goal, the third focus on learning situation and the fourth highlight on creative learning.To investigate our country situation of the teaching method, this study employ three means ----questionnaire, classroom observation and intervenes. The results show that teaching method for the primary and middle schools is not very satisfied in general, and reformation of the teaching method is a compelling question. The main deficiency of current teaching method is shown as follows: the remaining of teachers' monologue as the dominant teaching mode; instructive rationalist due to lack ofIIIinteractive dialogue between teachers and students; dull class resulted in students and teachers' heavy burden; hindrance in instructive modernization owning to backward teaching skills and appliance.According to the history and current situation teaching method, the teaching method has its further prosperousness and its deadly problems to rethink. The main accomplishments of the teaching method lie in that: epistemology has changed from objective to subjective; the base of theory moved from singleness to pluralism; the aim of tendency have transformed from simplify to integration. The main problems of teaching method exist in that it separated from life world, and was deficient to constructing the possible life for the children; it smothers the creation and prevails autocracy of knowledge; education's spirit space is narrow and the monotonous rational life become the classroom theme. The origin of the problems shows as follows: one is rationalism as its philosophy location; the other is the special epistemology in conceptions of education.The symbols of the teaching method moving towards consciousness are the one is its consciousness of rethinking and the other is its mission sense of reconstruction. The background which affects the reconstructing the teaching method bases on the reform of view point of knowledge, the rapid development of science and te...
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