The Study Of The Role Of Classroom Emergencies In Teacher Professional Development

Classroom emergencies have always been difficult points in teaching practice,and the complexity of the practice poses a great test to teachers' professional quality.Current researches about classroom events in China has been relatively mature,its causes and coping strategies,the processing method have comprehensive thinking,knows the classroom quality of teaching and students' development of emergency to deal with a nots allow to ignore,but few studies focus on teachers' classroom emergency influence will have what kind of change.In fact,the proper solution of classroom emergencies requires teachers to have strong professional qualities,such as comprehensive knowledge reserve,superb educational wisdom and appropriate educational mentality.After experiencing classroom emergencies,some teachers realize their own shortcomings,and some have new insights into teaching.Therefore,these teachers' professional qualities,such as teaching concept,teaching level and educational mentality,will change.The above facts show that classroom emergencies have a certain impact on teachers' professional development,and the nature,performance and characteristics of this impact still need to be studied.This research mainly USES the literature research method,the case analysis method,the interview method.Following the research thought of combining theory with practice,the theory aspect takes the existentialism ideological trend and the discontinuity education thought as the Angle of view.Firstly,the natural view of existentialism is used to demonstrate the inevitability and contingency of classroom emergencies,and the free choice view is used to explain the relationship among freedom,choice and responsibility,so as to analyze teachers' inner activities when they face difficulties.Then the author argues thatteacher education should have its discontinuous form with discontinuous education thought,and further compares the characteristics of "encounter" in discontinuous education thought with the characteristics of classroom emergencies.Based on the above theoretical analysis,the author finally puts forward the assumption that classroom emergencies are teachers' experiences and have an important impact on their professional development.In order to enhance the practical value of the research,the theoretical analysis was combined with a large number of teaching cases of teachers and the interview data of front-line teachers from different schools,disciplines and learning segments.As expected,only a small number of classroom emergencies played a role in the actual teaching situation.According to the theories,cases and interviews,this paper believes that a small part of classroom emergencies have an impact on the professional development of teachers,and most of classroom emergencies only play a role in accumulating teaching experience for teachers,which is also consistent with the idea of discontinuous education.Classroom emergencies have obvious characteristics on the nature,performance and characteristics of the role of teacher professional development.The nature of action is positive and negative,and the different nature depends on the choice teachers make when facing the test of classroom emergencies.When collecting cases and interviews,it was found that most teachers would take the initiative to overcome difficulties,so that they would get improvement from classroom emergencies.These positive effects are embodied in the following aspects: making up teachers' ontological knowledge,honing teachers' educational mentality,stimulating teachers' educational wit,promoting teachers' teaching reflection and promoting teachers' self-realization.It is worth noting that the handling of classroom emergencies is different from the general teaching practice activities.They also have the characteristics of uncertainty,discontinuity,turning point and exclusivity in the role of teacher professional development.To explore the process of this action,Mizerow's transformational learning theory is referred to here.According to the research idea of transformational learning theory and the discussion on encounter in discontinuous education,this paper puts forward the four stages of the mechanism of classroom emergencies on teachers' professional development: encounter,shock,reflection and comprehension.Encounter and shock are subjective and objective preconditions respectively,while reflection and comprehension are the key to positive effects.Through the above study found that teachers face the unknown class incident is not in a completely passive position,in order to make the teacher in the a positive role in promoting puts forward three Suggestions: open teachers view the rich various aspects knowledge,improve their diagnostic judgment and reflective judgment,make teachers have correct understanding on classroom emergencies.