“The Culture Of Talking Lessons”: Its Connotation, Function And Construction

“The culture of talking lessons” comes from the experience of fieldwork study of teachers’ teaching and research activities in F primary school of W city under the guidance of author’s instructor. In other words, this expression is creative; at the same time, it needs us to give a definition.It is self-evident that it has a close relationship between “the culture of talking lessons” and talking lessons. As a practical activity, talking lessons refers to that a specific teacher talks about the content of a teaching unit and a teaching period with other educators(including the same subject educators and colleagues). Teaching ideas, intentions and methods are also discussed in the meantime. Its purpose and function are that listeners can enjoy the speaker’s understanding achievement about this unit and teaching period, and teachers can find the shortcomings so as to develop to a higher level on the basis of accumulated experience and open communication.Author considers that “the culture of talking lessons” without culture may become a kind of formalism or is only an activity catering to leaders, just as the development of teachers without culture, which is rootless. “The culture of talking lessons” refers to the specific subjects’ value and behavior that forms by learning from each other in the practical activity——talking lessons. Obviously, “the culture of talking lessons” is in the “crossing area” between the culture of teachers and the culture of teaching and research, and its essence is a sort of culture of teaching and research. Excellent “the culture of talking lessons” is the spiritual wealth that school is constantly developing and teaching is constantly improving, embodying self-improvement and group share of the teachers’ teaching experience.Author does the four-month fieldwork study in F primary school of W city. Author realizes that studying the “the culture of talking lessons” is not only beneficial to improving the effectiveness of talking lessons and promoting teaching and research activities, but also transforms teachers’ values and thinking of talking lessons as well as enriching the culture of school, especially deepening the culture of teachers and teaching and research that has a close relationship with “the culture of talking lessons”. Therefore, author tries to bring forth the definition of “the culture of talking lessons”, meanwhile, trying to explain its connotation, specialty and functions. Then, author puts the problems of a case study as thinking object, focusing on the shortcomings, discussing their causes of problem in practice. Finally, we will try to put forward to construction idea about “the culture of talking lessons” of primary and secondary school.This paper has more than 60,000 words. In addition to origin, conclusion and references, this paper is divided into five chapters.The first chapter is the introduction of discourse context, and mainly explains the analysis premise, including core concepts, the overview of relevant researches and this study’s meanings as well as the methods. The other chapters are the main part of this paper. Chapter two introduces the “the culture of talking lessons” in details. Its connotation is understood in three aspects, from the structure in length and breadth, contents and forms of culture, the dimension comparison of related culture. And it reveals the specialty about value orientation, thinking way, inter-personal relationships and behaviors. The functions will be discussed in the chapter three. Author preliminarily considers the functions which include development and optimization, adjustment and integration, the discussion and education, specification and discipline. Chapter four is a case study, F primary school of W city is set an example to analyze the status of the “the culture of talking lessons” and focus on the its shortcomings, such as the confusion of dominant values, tendency to modelization, the independence of inter-personal relationships and indifference of emotions and so on. In addition to the reflection from external social influence, school internal reasons are erosion of egoism, over-mighty management culture and the lack culture awareness. Chapter five presents the ways to construct the “the culture of talking lessons”, which is the foothold of this paper. The key is to improve the school subjects, especially, the culture awareness of backbone teachers. We should spend a lot of time in constructing the easy and efficient material culture, reasonable and flexible systematic culture, multi-integration culture.