A Narrative Research In The Transformation Of A Primary School Teacher’s Teaching Conception

A teacher’s teaching conception is the teacher in the teaching process,based on his own experience,professional knowledge,the specific teaching context and so on,forms the views of the essence of teaching and relevant factors of teaching activities.Teacher’s teaching conception will have a certain impact on teaching activities after it’s formation.With the rapid development of modern society,the continuous improvement of the external environment,the changing structure of the teachers ’groups and the diversification of the students’ composition,teachers are faced with the challenge of changing the backward teaching conception.Primary school is the primary stage of students to receive formal education,at this stage,the students have a obviously dependent on teachers,the teacher’s words and deeds impact the development of students all the time.Teacher’s words and deeds will be affected by his teaching conception,so the changes of teacher’s teaching conception will also have an impact on the development of students.Therefore,it has a certain guiding significance to teacher’s teaching to study the change of teacher’s teaching conception and influencing factors.Based on the above thinking,the focus of this study is to find the factors that affect the teacher’s personal teaching conception.Selecting H teacher as the research object,use narrative research methods,choosing interviews and classroom observation as a specific research means,taking H teacher’s teaching experience and knowledge of teaching as the research contents,learning from the theory and method of Phenomenological Descriptive Analysis,through "listening" the interview dialogues with H teacher,"looking" H teacher’s classroom teaching behaviors,analyzing the text and image data related to the teaching conception of H teacher,summarizes the change process of H teacher’s teaching conception and influencing factors:The change of H teacher’s teaching conception has mainly experienced three stages: "student oriented-teacher and textbook oriented-teaching and learning promoting each other".Each stage,the author from five dimensions to describe:theessence of teaching,the role of teachers and students,teaching content,teaching objectives,teaching methods.Abstracting the factors that promote the transformation of H teacher’s teaching conception are:H teacher ’s love for education,the habit of insist learning and good at thinking,timely reflection and summary,the cooperation and communication among companions.the support of school leadership,and so on.Obstruction factors are:the level of her own teaching theory is low,the influence of social negative values,the unification of teacher evaluation system,the weakness of students’ foundation,the backwardness of parental educational conception,and so on.At last,according to the thought of lifelong learning,the model of teacher development,the model of school environment impact on teachers’ transformation and the theory of adult learning,puts forward some suggestions to promote the transformation of teachers’ teaching conception from the teacher’s individual and the school level:teachers should establish a sense of lifelong learning,improve the level of their own teaching theory,develop a habit of timely reflection,strengthen the cooperation and communication with companions.Schools should establish a sound school-based teaching and research system,change the single way of teacher evaluation,create a strong cultural atmosphere of teachers cooperation,guide parents to establish a correct view of education,and so on.