The Research Of Teacher's Performance In Kindergarten Demonstration Teaching

Beginning from the primitive text of teacher's behavior in kindergarten demonstration teaching, the research indicates that there is the intention hidden behind the teacher's behavior to control other people's impression to benefit the teacher's self, and nails down all the teacher's intentional behavior is performance which take place in the context of demonstration teaching on the part of a teacher driving by the expectation of acquiring positive evaluation from others. This is one of complicated perlocutionary act combining with the characteristic of idealization.Using the phenomenological Wesen Intuition, researcher associates and imagines among numerous teachers'performances in demonstration teaching, then presents and withdraws four performing steps having innate relations named expectation, arrangement, control and result to show the coherence and continuity of performance. At the same time performance represents teacher's self-consciousness, and indicates teacher's comprehension of education and teaching. Performance itself is one kind of idealization toward teaching which containing the meaning of teacher's teaching life. Secondly, performance is teacher uses his/her own way to demonstrate his/her teaching life which represents the public aspect of teaching satisfying teacher's demands of communication and expression. In addition, performance is the interaction between teacher and others appearing in classroom, or the influence of others'appearance to the interaction between teacher and children in the course of teaching. As one kind of teacher's behavior in education practices, performance not only has the reliability, but also closely contacts with teacher's self-realization and self-development, which possesses rather great research value and practical meaning.After admitting performing rationality, research use"ideal type"method to generalize and describe three teachers'performing type: performance leading by educational theories, performance leading by oneself characteristics and performance leading by teaching mission. The three have differences in performing content, performing result, performing aptness, performing idealization degree, the relationship between performance and teacher, and the connection between performance and teaching. The former two kinds of perform all have enough happiness in demonstration teaching, and make teacher self sank into the ego-separates, also neglecting the development of the infant, even will bring the infant the negative influence. The performance predominant in teaching mission is a kind of performance worthy of promoting that actually exist, the teacher's performance not only bring the teaching creativity, and help the teacher develop himself/herself, but also make children study effectively.Therefore, we initiate and worship the performance predominated by teaching mission, for the sake of to magnify teacher's character and life on the one hand, and to realize the true and well of education on the other hand. For this, the research analyzes the factor affecting teacher's performance, including the"face"culture, the educational organization and the evaluating system, the propensity, time, space of the demonstration teaching itself ,and the internal factor of teacher's oneself ( including the teacher's character and growing-up stage, the idea in education, and the teacher's self-evaluation).Then research gives some feasible suggestions revolving around two aspects below :1 to enhance teacher's self-cognition and to consolidate teacher's practical position ;2 to reform the educational organization and the evaluating system about demonstration teaching.