The Influence Of "learning To Think" Activity Curriculum Teaching On Teachers' Innovative Teaching Behavior

It was noted in the report of the 19th National Congress of the CPC,that we shall work hard to make sure every child gets fair and high-quality education.Cultivation of creativity is undoubtedly one of the characteristics of quality education,it’s now an urgent need of the country,and a hot topic among educationists,psychologists and even the whole society.According to the theory of ecosystem,school is the most important micro system for students.Behaviors of teaching for creativity(T for C)is one of the most important teachers’ qualities,and is closely related to students’ creativity development.Based on Wei-ping Hu’s "Thinking-Based Classroom Teaching Thoery",We present an evaluation system for behaviors of T for C,using various methods to verify its reliability and validity.By using reaserch methods,such as video analysis and questionnaire,we explored the impact from "learn to think"(LTT)curriculum teaching on teachers’ behaviors of T for C and cognition of innovation.We further analysised the mechanism about how LTT program influence behaviors of T for C,which provides empirical evidence for promotions of behaviors of T for C and cognition of innovation.This research includes two parts:in research l,we preliminarily constructed the evaluation system of behaviors of T for C by theoretical construction and the interview of 30 teachers,which 18 specialists revised rigorously for two rounds(Delphi method).Afterwards,we tested its reliability and validity so that the objective and authoritative evaluation system was obtained,teaching objectives and contents,teaching process and methods,teaching evaluation and reflection as the primary index of behaviors of T for C.In research 2,we seperatedly selected 15 teachers(taught LTT for 1 year while routie teaching)as experimental group,and 15 teachers(randomly selected,only routie teaching)as control group.We respectively measured all the teachers’behaviors of T for C by analyzing their course videos using observation scale of behaviors of T for C(research 1),and the teachers’ view of innovation were measure by questionnaire of teachers’ view of innovation.We explored the impact of LTT teaching to teachers’ behaviors of T for C and view of innovation,and used the stepwise regression method to test mediating effect of view of innovation between LTT teaching and behaviors of T for C.Results of the two experiments are as follows:(1)LTT teaching improves teachers’view of innovation and behaviors of T for C:LTT teaching positively predicts teachers’view of student,view of strategy,view of teaching and holistic view of innovation,which can also positively predicts teaching objectives and contents,teaching process and methods,teaching evaluation and reflection and overall behaviors of T for C.(2)View of innovation partly mediates the influence of LTT teaching on behaviors of T for C:as a whole,LTT teaching improves overall behaviors of T for C through holistic view of innovation.In depth,in all dimensions,LTT teaching improves overall behaviors of T for C through view of strategy,LTT teaching improves teaching evaluation and reflection through holistic view of innovation,LTT teaching improves teaching process and methods through both view of student and view of strategy.