Research On The Sense Of Teaching Scene

Due to the influence of western epistemology in modern times,most researchers have paid more attention to the research of instructional theory and ignored to pay the attention to "somas" itself and "human".This kind of teaching not only cuts off the link of acquiring knowledge and body perception,but also leads to teaching mechanically,learning passively,and even make teaching lack of educational implication.The somas aesthetics advocates to create a complete body(ie,person or human)by paying attention to physical experience and body perception,which provides a new perspective for classroom instructional theory research.Through collation and analysis of relevant domestic and foreign literatures,it is found that there is little direct research on the sense of on-site teaching at home and abroad.Research on the subject remains at the initial stage,and there are still many space worthy of in-depth study.In related research,the domestic philosophical research on "teaching fields" and the practical research on teaching scenes are relatively mature,which lays the foundation for the ontology analysis of the teaching scene sensation.Mostly foreign research studies the teaching scene from the perspective of educational psychology.The results of this research provide theoretical guidance for this thesis.Somas aesthetics centered on the body and have three thinking qualities including analysis,practice and application,which provide methodological guidance for the development of this thesis.Based on this,my study follows the ontology analysis-practice-application to carry out.The first part of my thesis is the analysis of the teaching sense.It is found that the physical perception of the teachers and students is the source of vitality in the teaching scene and the final orientation of the teaching from the perspective of physical aesthetics.It plays an important role in improving teaching quality and enriching teaching implication.The teaching sense is a state of experience、perception、awareness and control of teaching,which has the characteristics of comprehensiveness,situationality,difference and potentiality.It is an important reference basis of making teaching decision and a prerequisite for teaching.Meanwhile teaching sense is a kind of stable internal ability and literacy that based on the continuous strengthening and construction of teachers and students,which has three characteristics of individuality,generating,and educational.In order to explore the influencing factors and generation mechanism of teaching sense,This thesis curried out practical survey of teaching sense by classroom observation method,interview method and case analysis method.This part of the study mainly uses classroom observation method,interview method and case analysis method,and takes a school as the research object,and uses the classroom observation scale to make non-participatory observations in the classroom.Firstly,This thesis taken the classroom record as the research object and made non-participatory observations by the classroom observation scale.At the same time,conduct interviewed students and teachers face-to-face by Interview outline.In this way,we obtain raw information and analyze the data to extract the impact factors of teaching sense.It found that the influence factors of teaching sense mainly included of three dimensions:teachers,students,and teaching situations.The factors that influenced teachers’ sensitivity mainly included mainly teaching experience,teaching reflexivity,teaching style,and emotional tendency.The factors that influenced students’sensitivity mainly included the students’ sense organs,life experiences,thinking habits and learning motivation.The factors that influenced teaching situation mainly included teaching time and space,the relations between teaching and learning.The 11 factors in the three-dimensional perspective influence the generation of the sense of teaching presence in the dynamic interaction.The 11 factors in the three dimensions perspective generated the teaching sense in the dynamic interaction.In order to explore the existence of teaching sense,researcher analyzed the creation mechanism of the teaching scene in the second chapter.From the individual feelings of teachers and students,this thesis analyzed the micro-mechanism of the teaching sense.From the inter-teaching point of view,this thesis analyzed the interaction mechanism between teachers’ sensitivity and students’ perception.Starting from the educational value of the teaching sense,this thesis analyzed its ecological mechanism.The generation mechanism of the teaching sense provided a basis for the optimization of teaching sense from a variety of perspectives.Based on the ontology analysis and practical investigation of teaching sense,it should be created from three aspects,such as students’ sensitivity,teachers’ sensitivity and creating dynamic teaching situation.Firstly,Teachers should awaken the students’body awareness and embark on the students’ sense of learning.Teachers could create multiple situations to activate the sensibility on the teaching site,respecting the individual experience to cultivate the students’ self-identity,and increasing the unexpected stimulation to induce students’ unique inspiration,encouraged critical thinking to make students to learn self-awareness and make wise decision.Secondly,Teachers should raise their teaching courage to optimize teaching sense,which included that enhancing the professional identity of teachers to clarified teachers’self-identity in teaching scenes,releasing teaching freedom and imagination to enrich teaching perception,improving teaching insights to enhance teachers’ situational sensitivity,shaping the unique teaching style to highlight the humanistic charm of the teaching sense.Thirdly,teachers and students should create a dynamic teaching situation together to create a field for the generation of teaching sense,which included that creating a free atmosphere to drive a strong emotional field,integrating teaching resources to form a meaningful knowledge field,carrying out multi-lateral dialogues to build mutual-relevant cognitive fields,regulating teaching rhythm to create a far-reaching teaching mood.