A Case Research Of Teachers' Teaching Concept Transition Based On International Understanding

International understanding literacy,as one of the core competences,is an important part of teachers' professional qualities.It can influence teacher's education ideas,can decide teacher's education visions,and can promote the reform of teacher teaching methods.With the improvement of China's internationalization level,China is increasingly closely connected with other countries and regions in the world.Therefore,cultivating and improving teachers' international understanding competence has become a problem that needs to be solved urgently in primary and secondary schools.In this study,Z teacher was selected as the research subject.She is one of primary school mathematics teachers who participated in the Chinese and Canadian international cooperation project.Her three teachings were selected as class case studies.We consider the paths,characteristics,and significances of Z teachers' teaching concept change based on international understanding.Therefore,we propose strategies for cultivating teachers' international understanding and changing teachers' teaching concepts.This study is mainly proceeds from the following sections:Chapter one,The introduction.By using the method of literature analysis,we can do four aspects of literature research.They are: the understanding of the international research of the teachers' teaching reform,teachers' international understanding competence literacy research,teachers' international understanding competence literacy research and teaching ideas.Based on the existing research,we establish the research questions and framework for this study.Then we introduce the research ideas and methods.Chapter two,International understanding and international understanding literacy core competence.Firstly,this paper defines the connotation of international understanding,international understanding literacy core competence and teachers' international understanding literacy core competence.Secondly,we expound the significances of them.Then we analyze their respective characteristics in the teaching practices.Chapter three,The influence of teachers' international understanding literacy core competence on teacher's teaching concepts.We will discuss the contents of the teaching concepts.It mainly includes the three aspects of teachers' understanding: the curriculum,the student learning and the teacher teaching.Then we explain the impacts of international understanding literacy core competence on teaching concepts.It includes three aspects: broadening horizons in the process of identifying differences,transforming thinking in the context of understanding ideas,and improving behaviors in the practice of drawing lessons from experiences.Then we point out the embodiment of international understanding quality in teaching concepts.It includes: comparison and identification,understanding and reflection,as well as reference and innovation.Then we build a logical analysis framework.We will start from two dimensions of teachers' concepts: what it is and how to do it.We focus on three perspectives: curriculum,student learning,and teacher teaching.Then we discuss the teachers' understanding of teaching objectives,contents,process and results.Chapter four,The teacher Z's three lesson studies.We will explain three teaching classes of teacher Z respectively.Combined with the lesson studies,we will analysis the characteristics of her teaching objectives,teaching contents,teaching processes and teaching results.Then we will analysis her different concepts reflected in the course implementation,student learning,and teacher teaching.Chapter five,The research conclusions and recommendations.We will explain the contents and reasons for teachers' teaching concept transition based on international understanding.Then we draw the research conclusions.They are: firstly,expand the teacher's teaching vision,it includes: pay attention to the value of international understanding literacy;reflect on educational practices in different cultures;cultivate teachers' international understanding literacy core competence.Secondly,strengthen international understanding in international exchanges,it includes: identity and tolerant differences;understand the similarities and differences,learn from each other;and draw lessons from experience and make innovations.Thirdly,to promote the transformation of teachers' teaching concepts,it includes: to create conditions to change the concept of teachers;to follow the process of changing teaching concepts;to optimize teaching by combining teaching reflection with practice.In this study,we only select three lesson cases of Z teachers who participated in the China and Canada reciprocal international cooperation project for the research.We have only studied her understanding of the teaching goals,content,processes,and outcomes.Then we explore the changing path of teachers' teaching concept.Therefore,there are limitations in both research objects and analytical frameworks in this research.It will be necessary for us to do further explore in the other aspects of the teacher's teaching concepts.