The Research On Implicit Mechanism Of Transforming Teaching Principle Into Teaching Behavior

Since the implementation of new curriculum, elementary and secondary school teachers have extensively accepted the teaching principles that new curriculum advocates. However, they cannot combine the teaching principles with their teaching behaviors in teaching practice. Researches have been done to explore the connotations and qualities of teaching principle and teaching behaviors, as well as their relationships, the causes of their disaccord and the strategies of their effective joint, from the theory and the practice union level. These researches are beneficial for teachers to further understand new teaching principles and to combine them with teaching behaviors, but problems still exist. There is the need to study from the internal factors that have effects on the conversion between theory and behavior, that is to probe the implicit mechanism of the conversion between teaching principles and teaching behaviors. Thus this research reveals the influence of recessive factors on the conversion between teaching principles and teaching behaviors, the ways and process of conversion, helping teachers to learn, understand and accept further the teaching principles that new curriculum advocates and promote their effective conversion between teaching principles and teaching behaviors.This thesis first explores the process of the conversion between teaching principles and teaching behaviors, studying the operation of the mechanism which includes four stages: learning, accepting, internalizing and externalizing, and due tasks of the four stages. The exploration of the process helps teachers to perceive the concrete process of the conversion between teaching principles and teaching behaviors. Next, this thesis probes the teachers'internal and implicit factors that influence the process of the conversion between teaching principles and teaching behaviors, mainly from the following aspects: competencies, intrinsic motivation, knowledge structure and experience. By this, the research helps teachers to learn the functions of these factors in the process of the conversion, to perceive the influence of implicit factors on the conversion. Thus, teachers become aware that implicit factors influence the new curriculum reformation which is not only restrained by external factors, and lay stress on the importance of implicit factors in the new curriculum reformation. Finally, this thesis examines the promoting strategies of the conversion between teaching principles and teaching behaviors, from the four aspects: educational enlightment, educational critique, school-based training, and evaluation and incentive. This part of research helps teachers to positively and effectively participate into the new curriculum reformation, thus promoting the real conversion between teaching principles of the new curriculum and teachers'teaching behaviors. So, the research on the implicit mechanism of the conversion between teaching principles and teaching behaviors contributes to guiding teachers'teaching, improving students'learning efficiency, advocating schools'development and thus promoting the new curriculum reformation.