Implementation Process Study Of Teachers' Classroom Instruction Transition

In the times of social transition, schools' transition can hardly be avoided. To realize it, schools' management, instruction, classroom and many other fields must have a whole and exhaustive transition. Classroom instruction, as one of schools' daily practice activities, should no doubt implement transition. However, classroom instruction is the field which has the deepest traditional education thoughts and behaviors. In order to realize classroom instruction transition, teachers must change their thoughts and instruction practical behaviors, must try to become new ones who have the research ability as well as the creative consciousness, must try their best to make classroom instruction transition happening on a daily basis. The study tries to find out the phases and features of teachers' classroom instruction transition, tries to point out a way for teachers to form their new instruction habits and tries to promote teachers' development in the process of classroom instruction transition.Under the complicated background of classroom instruction transition, the study regards teacher development process as the research object. The first part describes the new morphology of classroom instruction transition. Based on schools' transition theory (value promotion, pushing down the focus, structure opening, interactive process, internalized power) put forward by Professor Yelan, based on analysis and reflection of old classroom instruction morphology, it describes the blueprint of new morphology for school instruction.The second part discusses practical significance of classroom instruction transition. Around the internal consistency of relation between implementation of affairs and development of people, it points out that practical significance is to promote the developments of students and teachers. Meanwhile, the developments of teachers and students can also promote the implementation of classroom instruction transition.The third part, not only makes a detailed research on features of teachers' classroom instruction transition process, but also makes a thorough description of the process that teachers change their thoughts and practical behaviors. It is the emphasis of the research. Firstly, from the angle of affairs, it analyzes the general rules of teachers' classroom instruction transition, reveals five probable phases (including primitive closed phase, theoretical speaking phase, mechanical rigid phase, preliminary forming phase, flexible creative phase) for teachers to realize classroom instruction transition, explains the features, obstacles, reasons, promotion of every phase. Secondly, from the angle of people, teachers are divided into three different types (explorers, imitators, participators) according to their different states. It analyzes the group differences of teachers' classroom instruction transition. Thirdly, it analyzes the individual particularity of teachers' classroom instruction transition. Using the research method of typical case to describe one teacher's changing process, his development during the classroom instruction transition is revealed. Around the two angles (implementation of affairs and development of people), which have interaction and inseparable natures, the study tries to show the complicated richness and dynamic generative natures of teachers' classroom instruction transition process.