The Research Of Classroom Teaching Pattern Under Non-directive Teaching Thought

In this paper, according to the research of classroom teaching structural model innon-directive teaching thought, on the one hand, the author tries to obtain furtherprogress in teaching theory. On the other hand, the author tries to give some guidance tothe development of classroom teaching model in methodology. This research result willgive better service for the teaching practitioner.The research contents are shown as following:The first chapter is introduction. In this chapter, beginning from the researchbackground and the motives of this paper, the author will tease apart the presentresearch situation of the non-directive teaching, analyze the current problems existing inthe research of non-directive teaching. And on this basis, the author will decide theresearch significance, research content and research methods.In the second chapter, the author will go to deeply talk about the non-directiveteaching theory and expound the meaning of the non-directive teaching. Meantime, theauthor will analyze and assess the educational goal, people-centered teaching ideas,teachers view about teaching and students.In the third chapter, the author will analyze the inscape of non-directive teachingpattern, and give a comprehensive investigation in the teaching process, teachingenvironment into the specific teaching values, the basis of teaching theory, theexperience of teaching practice, the formation of stabilization and system. According tothe research result, the author will make sure what factors and conditions will affect andrestrict the construction and formation of non-directive teaching.In the fourth chapter, the author will go to deeply talk about the specificimplementation steps of non-directive teaching, it is the main part of the this paper andthere are totally seven research sides, which is determining activity theme, determiningthe relationship between teachers and students, personalizing teaching goal, creatinglearning atmosphere, activating to process, exchanging learning achievements andteaching evaluation.In the fifth chapter, the author will go to deeply talk about the teaching principlesof non-directive teaching, which is focusing on the participation of learners, respecting for individual differences, cooperative learning, emphasize on practice, paying attentionto students’ growth.Together, in this paper, from the objective investigation of non-directive teachingwhich is presented by Carl Rogers, the author points its own value of non-directiveteaching, it will make up the lack of procedural steps for non-directive teaching andmake the specific framework clearly. Meantime, it will provide beneficial enlightenmentfor the establishment of the teachers’ teaching and the relationship between teachers andstudents, which will make the teaching model more stable and concrete...