Study Of Multi-values ​​class Values ​​conflict

The values are affecting the individual cognition premise, the process, the conclusion and the behavior way directly. Then also is relating a national, a nationality's present situation and the development. Said to education more importantly, how should the classroom instruction suppose to the classroom many Yuan values conflict? However, present problem is that the special research from this aspect lacks, especially lacking specially research which discusses from the curriculum and the teaching in the microscopic angle of view. The research precisely rests on the importance of the values education, In view of the common questions when teacher face many Yuan values conflict in microscopic classroom instruction.This research is divided five parts. The first part is a foreword, includes the research reason, the research summarizes, the research mentality and the research technique. The second part is classroom values conflict concept and related concept discrimination, as well as in this foundation classroom values conflict type research under many Yuan values. In this part, the research has discriminated these concept, they are value, values, culture, interaction, conflict, dialogue and so on. And in this foundation, it carries on the type analysis from two ways to the classroom values conflict. The first classification is method values conflict and purpose values conflict, its second classification is Standard values leadership conflict, non- Standard values leadership conflict and counter- Standard values leadership conflict. The third part inspected the reason of the classroom values conflict under many Yuan values. It elaborates big background of the social many Yuan values conflict and its dual effect, further inspecting how do social many Yuan values Permeating school edition, How it through classroom essential factor, the teaching material, teacher, student and so on enters the microscopic classroom instruction domain and influences the actual movement of classroom instruction. The fourth part is the real research. Through individual previously lived and the study experience, the immediately classroom observation and the literature retrieval, the author inspects three kind of common not good teaching tendency which the teacher should to many Yuan values conflict. In view of front article elaboration, the fifth part proposed the strategy. Proposed essential strategy should to the classroom values conflict from three stratification planes. The first, admitting the conflict: understanding significant value of conflict is premise should to the classroom values conflict. The second is the dialogue: The dialogue is practice way should to the classroom values conflict. Third is the specialty independent: the specialty independent is policy guarantee should to the classroom values conflict. The classroom is a complex small society, when we analysis question, we cannot limit merely the vision in the classroom, expected the classroom as well as the teacher solve all problems. At the same time, the researcher also will make reconsidering to my own research process by the advancement next step of research progress.