On The Changing Of Teachers'Teaching Ideas

The changing of teaching ideas plays the guiding role in every important teaching reform of history. The evolution of teaching ideas has been accorded to teaching activities. Every teacher has his own teaching ideas, just like every person has his opinions to his life. The teachers? teaching ideas always influence their teaching actions in a conscious and unconscious way. In an era of teaching reform, new teaching theories, new experiences and mew problems often appear. It is a big problem for teachers to think and judge them in order to change their teaching ideas and make the change of the teaching practice true. We always stress the guiding role of teaching ideas and require teachers to change their teaching ideas. But we don抰 put enough energy in researching some basic theories, such as inner process and restricting factors on the changing of teachers?teaching ideas. So this issue the author does has great practical significance. The utilization of canonical concepts is the foundation to construct theoretical system. At the beginning of this paper, the author clarifies the connotation of teachers?teaching ideas. Teachers?teaching ideas have been resulted from the way in which teachers ponder those problems of teaching course. The system of teachers?teaching ideas consists of many ideas that influence and integrate to each other.Teachers?teaching ideas have some characteristics, such as objectivity, steadiness, historicity and relatedness. They have guiding, intermediating and arranging functions. Teachers?teaching ideas of different times have different characteristics. The author of this paper depicts the historical development by the clue of main features of teachers?teaching ideas. Some wrong teachers?teaching ideas are described in order to hint the necessity of the changing of teachers? teaching ideas. The process of the changing of teachers?teaching ideas isn抰 simple. This change not only reflects the nature of teaching, but also contains teachers?subjective necessity and penetrates the influence of cognitive tool that teachers use. By using the epistemology and thinking science, the author of this paper divides the process of the change of teachers?teaching ideas into four stages, comprehending, evaluating, decision-making, practicing stages.The bady of this paper will concentrate on these four stages. At the comprehending stage, teachers grasp the essence of new teaching ideas. At the evaluating stage, teachers make valuable judgments to new teaching ideas. At the decision-making stage, teachers choose methods and strategies. At the practicing stage, teachers put new teaching ideas into practice. The dividing of these four stages is comparative. There aren抰 clear bounds among them. There are many restricting factors during the changing course of teachers?teaching ideas. The author divides these factors into general factors and specific factors. General factors effect all the teachers and teachers can't get rid of them easily, such as social change, traditional culture, evaluating system to teachers, teachers?group ideas, material benefits to teachers and so on. Specific factors include teachers?subjective consciousness, thinking means, theoretic level, teaching experience and so on. On the basis of analyzing these restricting factors, the author also puts forward some suggestions of eliminating these restricting factors. In the last part, the author think that teachers should have some modern teaching ideas, such as diathesis p...