Cultural Conditionality Of Teachers’ Concepts About Students’ Learning

Teachers’ concepts about students’ learning refer to the general ideas of teachers about what to learn and how to learn in students’ thoughts. Bruner believes education is not an island, but part of the vast continent of culture, no education reform can not be separated sincere participation of teachers. Teachers as the representatives to culture, the educational practice has taken their folk pedagogy as the assumption, and teachers’ concepts about students’ learning is mainly reflected in the folk pedagogy. Teachers’ concepts about students’ learning reflect a social cultural psychology, by understanding its evolution to further analyze the cultural constraints and the cultural contributing factors, and that will help to open up a new horizon for the plight of basic education reform.Based on Bruner’s folk pedagogy, combined with the previous forecast and the interviews, self-made the questionnaire of teachers’ concepts about students’ learning, to start the formal test with a total of 1700 questionnaires mainly on the teachers, parents and students of ten junior high schools in five urban districts of Shenyang, parents and students here only as the reference groups. According to the results of the investigation, teachers’ concepts about students’ learning has taken a positive attitude in appearance but actually stayed in a contradictory state in educational practice. Teachers’ gender, subjects, grades and districts exist the significant differences. Differences can be mainly included as follows: woman teacher pay more attention to independent management of objective knowledge; teachers of liberal arts lay particular stress on the passive receiving style of learning; the more higher grade of teachers the more think highly of the learning of propositional knowledge; different districts with significant differences in teachers’ concepts about students’ learning.On the basis of the investigation results, get to the root of the matter to understand the teachers’ contradictory concepts about students’ learning, the social gender culture, regional management culture and school management culture are the main cultural reasons. The following conclusions can be got through the analysis of the cultural reasons of teachers’ concepts about students’ learning.(1) Teachers’ concepts about students’ learning is advanced in concept but lags behind in action.(2) The omission of teachers’ organization culture in regional management culture and school management culture limit the motility of teachers. The following enlightenment can be received:(1) Strengthen the cultivating of teachers’ special culture in education system.(2) Attach great importance to the operational strategy guidance from concept to practice in teachers’ professional development.