The Study On Teacher Cognition In The Design Of Draft Lectures

The implement of new course standard boosts classroomteaching reform. All kinds of teaching mode are widely used andattract many followers.“What excitement, experts see Yue MunRoad.”It is believed that it is more valuable to look deep intoteacher’s cognition in designing the mode. Based on qualitative andquantitative analysis, this study focuses on the design of draftlectures which is prevailing at present from the perspective ofteacher’s professional development, depending on classroomteaching practice. It is expected to shed light on the effectiveclassroom instructing and the teacher’s professional improvement.Firstly, the study investigates current conditions of the explicitand visible design and implement of draft lectures through textanalysis, interviewing and classroom observation. The results areas follows:1. The draft lectures is written or adopted at will. The essence of it—the student-oriented education and the unity of teaching andlearning—can’t be understood adequately.2. The majority of teachers are unable to use draft for teachingand learning properly based on the new education idea, and theimplement of it seems to“wear new shoes to take the old road”.Secondly, the structure of teacher cognition in draft lectures isconstructed with the help of the open questionnaire, literature andexpert opinions. On these grounds, the questionnaire of teachercognition in draft lectures is drawn up and employed to this study.The questionnaire includes four aspects: concerning subject matter,concerning pedagogy, concerning students and concerningenvironmental context and shows good validity and reliability andmeets the requirement of metrology after predicting and testing.Then, the questionnaire is handed out to experimental schoolteachers and collected to investigate current conditions of implicitteacher cognition in draft lectures. The results are as below:1. Generally, the teacher cognition in the design of draftlectures tends to be at an average level, in which the level ofconcerning students and environmental context is lower than thatof concerning pedagogy and the subject matter is highestconcerned.2. There’s no difference of teacher cognition in terms of genderin the design of draft lectures.3. There’re differences of teacher cognition in respects ofseniority in the design of draft lectures. Teachers who have workedfor more than 11years are higher concerned about students andenvironmental context. 4. There’re differences of teacher cognition with regard toeducational background in the design of draft lectures. Educationalexperience can greatly facilitate teacher’s cognition in the designof draft lectures.5. There’re differences of teacher cognition given professionaltitles in the design of draft lectures. The higher the professionaltitle is, the higher the teacher cognition level is, and the higherconcerns the teacher can give to the students and theenvironmental conditions.6. There’s no difference of teacher cognition in the design ofdraft lectures as far as concerning the subject matter.Next, demonstrating excellent English teacher’s cognition in thedesign of draft lectures, it’s further drawn a conclusion that theyare effective ways to raise the teacher cognition level—the dynamicintegration of concerning subject matter, concerning pedagogy,concerning students and concerning environmental context; theanalyses of the subject matter according to the course standards,of tasks using pedagogy and of activities by understandingstudents.At last, some suggestions on teacher’s cognition in the designand implement of draft lectures are proposed as follows:1. Teachers should have student consciousness—concerningstudents learning in the first place.2. Teachers should consider overall situation—that is,combining educational context with manipulating teachingcircumstances flexibly. 3. Teachers should raise the understanding of learningmaterials and the level of PCK.4. Teachers should strengthen the teaching reflection andattach more value on developing the wisdom of practice.