The Enlightenment About Chinese Classroom Teaching Reformfrom Kuhn’s Theory Of Paradigm

In the development process of social and the human beings, the function of the education is important. Classroom teaching in the school still plays a key role in today’s education development process of education. The traditional classroom teaching historically plays an important role, but it has revealed a serious shortage today. The reform of the classroom teaching is imperative. At present, our classroom teaching reform is carrying on. However, in this reform process, a variety of defects also appears, therefore it is necessary to carry on the philosophical reflection, and on the basis of self-reflection, we must find its defects,and then put forward suggestions and further promote the healthy development of our classroom teaching reform. Kuhn’s theory of paradigm can provide beneficial inspiration for our classroom teaching reform. I get started with this paper from the research of Kuhn’s paradigm theory.Thomas. Kuhn’s book," the structure of scientific revolution" was published in1962. After that, the research and controversy about the " paradigm" theory has never stopped. Different researchers make their own judgment from different perspectives. I read this book as a science and technology work which is about cognitive process, under the guidance of Marxism, explain Kuhn’s paradigm theory and put forward my own views.I think that people’s cognition on the cognitive object is under the guidance of certain cognitive paradigms. on the basis of analyzing Kuhn’s paradigm theory objectively, with the guidance of Marxism, I attempt to construct the cognitive paradigm, hoping to provide the enlightenment in the epistemological and methodological aspects.On the basis of this, this article analyzes the cognitive process of China’s traditional classroom teaching, pointing out that the traditional classroom teaching course has its shortcomings, but we don’t know it’s merits much; the new classroom teaching has many merits, but it has many problems too. we should learn a lot from the traditional classroom teaching. we should compare them, abandon the shortages of traditional classroom teaching and take its advantages. If we provide theoretical guidance for the reform of classroom teaching, we can promote the teachers and the students’innovation and the healthy development of the education in china.The text includes the preface, four chapters and the conclusion.The first part of this paper sets out from the background of the issues, and then analyses the current domestic and international researches about education enlightenment from Kuhn’s paradigm theory. Combining with China’s reform of classroom teaching situation, I put forward the innovation of the paper.The second part provides an overview of Kuhn’s paradigm theory.and then under the guidance of Marxism, explain this theory:Firstly, from a cognitive view, explain the concept of paradigm", connected with "normal science"," the scientific revolution,""the scientific community" and" incommensurability". in the process, I also analyzes these concepts. The theory of observation in the penetration is also analyzed.The third part firstly proposed the epistemology of Marxism and points out that it is easy for people to fall into error in epistemology. Secondly, under the guidance of the epistemology of Marxism, it give Kuhn paradigm an objective evaluation. Finally, it try to establishes a cognitive paradigm and hope that it can provide a beneficial inspiration for the academic research and practice.The fourth part analyzes the status quo of the classroom teaching reform in our country. First, on the basis of analyzing the concept of the classroom teaching and the classroom teaching reform, it points out that we should know this reform from cognitive angle. Second, it points out the achievements、deficiency and dispute of the classroom teaching reform at present, suggesting that people’s all-round development theory of Marxism should be the basis of the cognitive classroom teaching theory.In the fifth part of the paper, combining Kuhn paradigm theory with the new cognition paradigm, it analyzes the teachers, the textbooks and the students from a cognitive perspective. it points out that in China the links, achievements and inadequacy of the traditional classroom teaching and the reform of classroom teaching and put forward classroom teaching methodology. Then it analyses the innovation factors the traditional teaching involves and puts forward the innovation requirements of the new classroom teaching, illustrating the classroom teaching process which embodies not only the teacher’s innovation but also the education about the students’ innovation ability. At last, it thinks that we should develop the students’ comprehensive quality so as to improve the students’ thinking ability and raise their innovation ability.Part6points out that the nature of this reform is not only the establishment of a new teaching model, also is the deepening of the teachers’and the students’ cognition; Puts forward the dialectical view about the practical experience; thinks that the new teachers should, in combination with the latest scientific and technological achievements, maximize the effect of the classroom teaching; explains that we should influence the students’ cognitive thinking subtly through the classroom teaching so as to help the students’life and practice in the future.