Instructional-Time Perspective Of Effective Instruction In Classroom

With a new round of continuous Curriculum, the effectiveness of classroom teaching has got gratifying changes, cooperative- learning, inquiry- learning and other modern teaching methods have been widely used in primary and secondary schools.As a result, classroom teaching became lively and interesting. However, with careful observation, we can find that so-called "new class" still shows traces ofthe script,and the overall situation of the classroom is still unchanged--autocracytraditional classroom mode of irrigation. Teachers only complete the teaching task in the unit time on the basis of pre-designed lesson plans. The effect of this class is doubtful.As a matter of fact, the teaching is often low efficient or even ineffective. One of the issues among these is that: students' learning time is too long, but the effective learning time is not enough, and there is always a polarization of students' achievement and the phenomenon of large-scale failure.Meanwhile, teachers in primary and secondary schools are "busy and tired" , but time for their own professional learning is insufficient. Although the majority of workers in education from the point of pedagogical theory and learning theoretical research provided a great deal of instructions designed to improve classroom performance. But the results were minimal, Why? This was because we emphasised on increasing the "possibility"of the effectiveness of teaching, and at the same time neglected a "feasibility" problem, which is how to use teaching resources reasonably and how to improve the effectiveness of classroom teaching under the objective conditions of classroom teaching. And that which the rational allocation and using of teaching time is a prerequisite for improving classroom teaching effect. Therefore, having a good grasp of the rational allocation of teaching time is the nature of the demands to enhance the effectiveness of teaching and to build a full of vitality classroom.In this study, the problems of classroom teaching time are revealed and strategies for further improving the classroom teaching are proposed by observation,interview and questionnaire surveys against a number of teachers and students. Specifically, this whole thesis is divided into four parts: The first part is divided into two sections.The first section illustrates the origins, the object, the logic, the basic concepts and the significance and methods of this study briefly; The second section has a simple summary for the meaning of effective classroom teaching, the practice of structural model of teaching, and related empirical studies; The second and third part are the study's main body. The second part reveals the lacks of our current situation classroom teaching time through the findings, at the same time, a sharp contrast with this case - DuLangkou secondary school teaching model is displayed; On the basis of the theory and practice in the first part and the second part ,the third part investigates the theory of structure of effective classroom teaching time allocation, combineing with in-depth analysis of teaching practice ,which is the focus of this paper; The last part makes a number of countermeasures and proposals combined with the structure of time allocation according to the shortcomings and problems of classroom that exist in the teaching process in the context of the new curriculum. And do some reflection on the inadequacies of this study.