A Study On The Promotion Strategies Of Teacher's Classroom Teaching Decision-Making Ability

Teachers' decision-making ability in classroom teaching is the key factor to affect the teaching effect.The effectiveness of classroom teaching depends on the decision-making ability of teachers.The pursuit of effective teaching decision-making requires teachers to improve their own level of classroom teaching decision-making.The research of teaching decision-making is gradually developed with the rise of the research of teachers' thinking in the 1970 s.The research of teachers' cognition and decision-making has become an important content of teaching research since the 1980 s,and has become the research demand of teachers' professional development since the 1990 s.classroom teaching decisionmaking ability is a kind of comprehensive quality reflected in decision-making activities.In the context of the new curriculum reform in China,the classroom transformation of "teaching for learning" puts forward new internal requirements for teachers' classroom teaching decision-making ability.Meanwhile,the problems of teachers' decision-making in classroom teaching are increasingly prominent.Therefore,on the one hand,the research on the promotion strategy of classroom teaching decision-making ability is conducive to enhance the decision-making consciousness of teachers,improve the efficiency of classroom teaching and promote the implementation of the new curriculum;on the other hand,it can enrich the relevant theories of teachers' professional development and the existing rational system of teachers' classroom teaching decision-making.In this study,qualitative and quantitative research methods are used to clarify the connotation,types and characteristics of teachers' classroom teaching decision-making through literature collation,analysis and induction,analyze the meaning and composition of classroom teaching decision-making ability,and analyze the composition and characteristics of classroom teaching decision-making ability based on the existing research results;take G middle school as a case study,through questionnaire survey to understand the practical problems,and then through the classroom observation and interview to deeply analyze the important factors affecting the classroom teaching decision-making ability.Firstly,according to the three stages of preparation,implementation and reflection of classroom teaching,the researcher divides classroom teaching decision-making into three categories: design teaching,process teaching and reflective teaching decision-making.Because classroom teaching decision-making ability is a kind of comprehensive quality reflected in decision-making activities,the author also divides teachers' classroom teaching decision-making ability into design teaching,process teaching and reflective teaching decision-making ability.The design teaching decision-making ability is mainly manifested in the selecti on and expression of teaching objectives,the selection of teaching contents and methods,the formation and determination of teaching plans;the process teaching decision-making ability is mainly manifested in the diagnosis of teaching problems and the formation and determination of problem-solving plans;the reflective teaching decision-making ability is mainly manifested in the judgment of teaching effects and the optimization of classroom teaching decision-making.Secondly,the researcher analyzes the characteristics of the ability of classroom teaching decision-making,which are that the ability of designing classroom teaching decision-making shows experiential,process classroom teaching decision-making shows contextuality,reflective classroom teaching decision-making shows systematic reflective characteristics.Thirdly,the researcher analyzes the field survey data and text collection data and finds that there are some problems in the current teachers' classroom teaching decision-making ability,which are mainly manifested in the over dependence on teaching experience and lack of innovation in design teaching decision-making,weak debugging in process teaching decision-making,weak reflective teaching decision-making consciousness and lack of after effect,and concludes that the impact on teachers' classroom teaching.The main factors for the formation of learning decision-making ability are teachers' belief,knowledge,teaching age,teachers' learning on the subjective level,and teaching environment and students' needs on the objective level.Finally,a ccording to the main factors that affect the formation of teachers' decision-making ability in classroom teaching,the researcher puts forward strategies to improve the decision-making ability in classroom teaching: design and organize teaching and research activities according to the characteristics of teachers' teaching decision-making ability;provide more professional guidance for teachers to improve their teaching decision-making ability;expand and optimize teachers' belief and knowledge system;promote teachers' learning to improve the endogenous power of classroom teaching decision-making;strengthen special training of teachers' classroom teaching decision-making ability;optimize and improve the teaching environment and evaluation system.