A Narrative Study On Teacher's Teaching Philosophy

With the narrative inquiry, the research carries on a case study of the teacher's teaching philosophy in a rural junior middle school in the middle areas of Zhejiang province. This research amis: 1. to describe the real state of teacher's teaching philosophy at present in detail; 2. to probe and reveal the fundamental connotations, the formative factors of the teacher's philosophy and the traits in its moving; 3. to provide proposals and tactics for the departments of teacher education and teacher research.The main findings of this research are as following:Firstly, the teacher's teaching philosophy includes four main aspects, such as the idea of students, knowledge, value and method. Specifically, the idea of students embodies in the teacher's expectation and his judgment to the students, his views to the relationship between the teacher and the students. The idea of knowledge mainly embodies in the teacher's judgment to the nature of teaching knowledge, curriculum, and the teaching process. The idea of value embodies in the teacher's judgment to the value of his own profession and the meaning of study. The idea of method embodies specifically in the teacher's idea of the teaching method, the students' study method, and his own way to understand the teaching.Secondly, the teacher's teaching philosophy shows some traits as following: 1. it is undoubtedly formed in the teacher's daily teaching life and in which it gains developing and being matured. 2. opposite to those teaching philosophies which the country norms or the researchers initiate, it is concealed. 3. it may be not definite and clear to the researchers and the teachers themselves.Thirdly, there are some important factors during the forming course of the teacher's teaching philosophy. The teacher's teaching experience, learning experience, the events in his life and his characters are the main inner factors; and the outer factors mainly include the social culture, the real conditions and culture of the school.Lastly, the teacher's teaching philosophy is independent, situated synthetic, developing and inconsistent as it is functioning.