From Acquisition To Engagement:the Trend Of Teaching Innovation In The New Curriculum Reform

With the deeply development of the new curriculum reform. education and teaching have make a great change. However, there are also some teachers can’t profoundly and correctly understand the new curriculum reform which lead to existing some misunderstanding and deviation in teaching practice. So we need to interpret and analyze the new curriculum reform again to recognize and understand teaching reform correctly. This paper considers teaching innovation as the conversion from acquisition to engagement. It mainly compares conversion with engagement, analyzes the reason, performance and meaning of the conversion from acquisition to engagement, in order to reflecting the trend of teaching innovation.In view of the comparison of acquisition and engagement, firstly, we need to explain the meanings of acquisition and engagement, because they have different meanings in different genres, different historical periods and different disciplines. Secondly, analyze the connection of acquisition and engagement. Their connection is mainly reflected in the follow aspects:acquisition is the basis and premise of engagement, engagement is prolongation and extension of acquisition, last, analyze the difference between acquisition and engagement, their differences are primarily reflected in four aspects:acquisition concerns teachers and teaching, engagement cares student and learning; acquisition emphasize one-way transfer, engagement stress multi-directional interaction; acquisition focus on communality, engagement places extra emphasis on differentiation; acquisition pays attention to implantation, engagement presses penetration.From the reasons of the transformation from acquisition to engagement, the article mainly explains the reasons about the conversion from acquisition to engagement in a psychological point of view. This part regards the transformation mainly bases on learning theory. First of all, behaviorism learning theory emphasizes foresee and control; next, cognitivism learning theory highlights individual’s active role; finally, social constructivism learning theory pays close attention to the meaning of life. From the performance of the transformation from acquisition to engagement, this paper mainly show it from six aspects, such as teaching objectives, teaching process, teaching Method, teaching organization, classroom authority and teaching power. Teaching objectives express the transformation from double-based teaching goal to three-dimensional teaching target; teaching process gives expression to the transformation from teaching the default to teaching generation; Teaching Method displays the transformation from passive accept to active explore; Teaching organization reflects the transformation from Class groups to Learning community; Classroom authority represents the transformation from teacher-monopolization to teacher-student-sharing; Teaching power manifests the transformation from Outside incentive to Internal drive.From the meaning of the transformation from acquisition to engagement, it mainly includes three aspects:Students level, teacher level, teaching level. On Students level, it promotes the development of students’ subjective, trains Students’ sense of responsibility and builds Students’ group identities. On teacher level, the transformation improves teachers’ professional development and advances teacher’s life meaning. On teaching level, it improves teaching quality and optimizes classroom teaching.