Presupposed Events In CSL Class And CSL Teaching Generative Research

On the theoretical foundation of a Becoming view of Philosophy of Process, this thesis regards classroom teaching as a changing process full of dynamic variant unpredictable events while presupposed teaching procedure usually will be affected by them in real teaching circumstances. Thus, on the practical basis of extensive interviews and observations, this thesis tries to make a classification and analysis of various unpredictable events occurring in classroom teaching, dividing them into four aspects due to different reasons:1) unpresupposed non-teaching events occurring at random,2) unpresupposed events caused by presupposed procedure,3) unpresupposed events inspired by occasional interests of students,4) unpresupposed events arouse from inspirations of teachers.The above mentioned four types of unpresupposed events are all potential teaching resources of different meanings and values, which make up the main content of research of this thesis as below:mainly happening on the elementary period of Chinese teaching, the first type usually has lots of associations with teaching itself, meanwhile most of them can be considered as good presupposed resources; the second type partially has the function of examining presupposed teaching procedure, and also is the important basis for lesson plans and its amendments; the third type often leads to some teaching shortcuts which can achieve better study results; as to the fourth type, it is the essential element to inspire a classroom, to endow it with splendors of creation.This thesis holds the point of view that although most of these four types of unpresupposed teaching events could be transferred into practical teaching content of CSL classes, there are two different methods of transferring:instant generated and delay generated transferring. The former is highly dependant on the on-site wits of teachers with the help of theories such as metacognitive strategies as well, while the latter is mainly completed by teachers'rethink and reflection based on the experience summarization of umpresupposed events, e.g. success, fail or anticipation.Delay generated transferring finally would become another beginning of presupposed events. It is the existence of delay generated transferring that would make next presupposition surpass the last one instead of simply returning to the beginning. And it is just this continuous spiral approach, return and surpass, that make the presupposed level in CSL teaching gradually rise up.