A Study On The Change Of Teachers' Teaching Conception In The Process Of School Improvement

The major education reform is based on the reform of the teaching concept.The change of the teaching concept is developed with the development of teaching practice,which in turn will promote the development of teaching practice.Each teacher has his own teaching concept.The teacher's teaching behavior is always consciously influenced by the teaching concept.The basic education curriculum reform that is being implemented in our country puts forward many new educational concepts.How teachers understand and choose to implement these concepts is an important task faced by every teacher.With regard to the study of teachers' teaching concepts,the usual research ideas are based on logical methods of reasoning,from the description and criticism of the teaching concept of teachers,and then put forward a universal teaching concept from the proper state.The author believes that this will be very subjective and does not take into account the factors of the teacher himself.Therefore,this research bases on education practice,enters the teacher's world,changes the teacher's teaching concept into the process of school improvement,and grasps the actual state of the teacher's teaching concept.Based on the review of relevant literature on teaching concepts,this study takes the specific practice of the primary school in Qingdao Quality School Improvement Project as a case,and uses observation,interviews,and content analysis to present the school improvement process.The process of changing the teaching concept of teachers,summing up experiences and strategies in practice,and proposing concrete operating strategies based on the improvement of teachers' teaching concepts.The paper mainly includes five parts:In the introductory part,the reasons for conducting this study are explained first from the origin of the study,followed by the research significance and research questions.Finally,a literature review is formed through the collation and analysis of existing research.The first chapter is the theoretical research of teachers' teaching concept: firstly,it defines the concept,including: concept,teaching concept,and the difference between teaching concept and similar concepts;secondly,it explores the structure and characteristics of teacher's teaching concept;analyzes the theory of teacher's teaching concept.Basic;Finally,the teaching concept advocated by the country is summarized and summed up as the standard of teacher's teaching concept change.The second chapter mainly introduces the whole research process,including the research object and the choice of research methods;the basic situation of the research process and the collection and analysis of data.The third chapter is the main part of the dissertation.It systematically describes and structurally analyzes the process of changing the teaching concepts of school teachers in the case of school improvement,including the teachers' original teaching concepts,and implements them in the process of school improvement.Measures,as well as the result of the change in teachers' teaching concepts.The fourth chapter puts forward the strategy of teacher's change of teaching concept from the perspectives of teachers' improvement,school education,and experts based on the construction of factors and construction logic.The teacher level is mainly described in three aspects: self-learning,reflection,and teaching practice;the school level is explored from the aspects of school management and teacher collectives;the expert level is discussed in terms of work philosophy,job pursuit,and job positioning.The conclusion part is to reflect on this research,mainly from the three aspects of research methods,research dimensions and researcher's personal knowledge,and to look forward and look forward to in-depth research.