Characteristics Research Of "Freedom" And "Restraint" In High School Classroom Activities

So far, Chinese mainland has conducted eight curriculum reforms, every reformis to meet the development needs of society and technology. The new curriculumadvocates to respect the principal position of students in the classroom teaching, sothe teacher is no longer instead of the students’ learning, the teacher becomes a guide.The class has to open to adapt to the new curriculum concept. When the teacher gavethe class back to students, a new problem that how to properly grasp the classroomactivities appeared when the teacher gave the class back to students. The essence ofthe problem is that how to properly deal with “freedom” and “restraint” in theclassroom activities. Breakthrough of solving the problem is to find the essentialcharacteristics of things, so we need to find the characteristics of “freedom” and“restraint” in the classroom activities.This research has analyzed and combed the previous studies related to “freedom”and “restraint” in the classroom activities. Through analyzing the previous literatures，the author find that there are some problems in the previous studies. So a perspectiveof this study is established.Compositing the points of previous studies and combining visual angle ofinstructional behavior, this study defines “freedom” and “restraint”.“Freedom” is akind of instructional behavior or combination of instructional behavior among whichthe students’ learning has the main status.“Restraint” is a kind of instructionalbehavior or combination of teaching behavior among which the teachers’ teaching hasthe main status.According to the meanings of “freedom” and “restraint”, the author observes thehigh-quality high school classroom. Show “freedom” and “restraint” of classroomactivities with instructional behavior or combination of instructional behavior.According to observing structures and analyzing structural features of “freedom”and “restraint”,“freedom” can be divided into “problem-driven “freedom”“Task-driven “freedom”“Composite-driven “freedom”.“Restraint” can be divided into two types.one is a kind of “restraint” which plays the role of regulation in theclassroom activities. According to different positions, it can be divided into two littletypes. Another one is a kind of “restraint” which plays the role of teaching in theclassroom activities. According to different positions, it can be divided into three littletypes.Analyze their characteristics through counting the frequency and duration of“freedom” and “restraint” occurring.