Research On The Process And Conditions Of Transformation From Teachers' Knowledge To Teaching Behavior

Since new curriculum reform,almost all primary and middle school teachers are willing or forced to participate in one or more learning and training activities.The goal of these activities is that teachers can transform the knowledge they learn to teaching behavior.Unfortunately,however,most teachers just simply accept knowledge without putting it into practice effectively.In a word,teachers' knowledge and action are separated.Therefore,the research on the transformation from teachers' knowledge to teaching behavior is of great value,solving the problem of separation between knowledge and action and promoting teachers to put knowledge into action.This research is trying to analyze the process and conditions of the transformation from teachers' knowledge to teaching behavior based on the perspective of Cultural-Historical Activity Theory and its frameworks.The methods of action research,survey research and content analysis are used to analyze the process and conditions.This thesis is composed of five chapters except Introduction.Introduction,illustrates the research background,research value and literature review,and gives definitions to several core concepts.Chapter One,Theory and Its Applicability,briefly introduces the development,application status and basic views of "Cultural-Historical" Activity Theory and presents its applicability to analyze the process and conditions of the transformation from teachers' knowledge to teaching behavior.Chapter Two,Design and Process of the Research,presents research methods,research content,detailed research ideas,general information about the objects of the study and the entire research process.Chapter Three,Analysis of the Process of Transformation from Teachers'Knowledge to Teaching Behavior,firstly,takes cooperative learning activity as an example to illustrate the process of the construction and use of the tool.In the meantime,analyzes the features of the process.Then,uses double move and dynamic hierarchy of conceptualizations as framework to elaborate the process of transformation from teachers' knowledge to teaching behavior.The whole process can be divided into six stages:applying theoretical framework and making knowledge understandable;trying to construct tool and making knowledge systematic;modifying tool and making knowledge operative;using tool to transform knowledge to behavior;using tool repeatedly to make behavior become teaching routine,and using tool flexibly to make behavior become teaching art.Chapter Four,Analysis of the Conditions of Transformation from Teachers'Knowledge to Teaching Behavior.Based on the six elements of "Cultural-Historical"Activity Theory,it is found that several internal conditions and corresponding external conditions can guarantee the effective transformation from teachers' knowledge to teaching behavior.The internal conditions are as follows:(1)teachers need to realize the necessity of tool;(2)teachers need to become the subject of construction and use of tool;(3)teachers need to internalize and adjust tool repeatedly External conditions from the school level are as follows:(1)introduce experts;(2)establish guarantee system;(3)formulate incentive policies.While external conditions from the expert level are as follows:(1)based on teachers' needs and mobilize their enthusiasm;(2)clarify the rules and division of labor to ensure the status of teachers;(3)provide long-term support from intervention to non-intervention.Chapter Five,Conclusion and Prospect,draws a conclusion of the findings and analyzes the innovations and limitations of this research.