Primary School Teachers' Higher-order Thinking Teaching Concept And Teaching Implementation

At present,many schools are advocating teaching for higher-order thinking development.What are the similarities and differences between expert teachers and novice teachers?What are the similarities and differences in teaching implementation,there are few related studies.In addition,many front-line teachers do not know how to integrate them into the specific classroom teaching in the face of high-level thinking teaching concepts.This paper focuses on the differences between the understanding of the higher-order thinking teaching concepts and the implementation of teaching by expert teachers and novice teachers.Through the teaching examples of the implementation of expert teachers and novice teachers,based on the teaching perspective for the development of higher-order thinking,it can provide inspiration for front?line teachers.In this study,the case study method in qualitative research was used to track the teaching and research activities,and finally three teachers were selected as cases.The collection of materials is mainly the interviews with teachers and the lessons in the teacher's teaching process,supplemented by classroom observation and collection of students'thinking products.This study firstly leans the general teaching strategies for the development of higher?order thinking through theoretical study and related research,forms an evaluation framework for higher-order thinking teaching,and evaluates the teaching implementation of teachers in the lesson.Through the research of related literatures,this study find out the appropriate dimensions to compare the differences between experts and novice teachers in the face of the new concept of high-order thinking,form a case analysis framework,and analyze the interview content.After the case teacher analysis and evaluation,the case analysis is carried out.Case analysis and case comparison not only describe and analyze in detail the three cases of teachers' high-order thinking teaching concepts,factors affecting higher-order thinking teaching concepts,teaching implementation for higher-order thinking development,but also compare the similarities and differences between the expert teachers and the novice teachers on the above three points,the main conclusions are as follows:1.Experts and novice teachers have different high-level thinking teaching concepts,which are embodied in four aspects:the grasp of specific cognitive levels,the connection between higher-order thinking and daily teaching behavior,teaching objects,and teaching content.?.Experts and novice teachers have three common influencing factors for higher-order thinking teaching:1 expert guidance;2 student feedback;3 guidance from experienced teachers.In addition,the influencing factors of novice teachers for higher_order thinking teaching are the tasks of the leadership and the experience of the class.Expert teachers are also influenced by other factors when teaching high-level thinking:1 self-awareness;2 already having relevant educational experience and ideas;3 school administrative support;4 education bureau leaders' recognition;5 gaining outside recognition.?.Expert teachers and novice teachers in the implementation of teaching for higher-order thinking,the implementation strategy shows the following similarities and differences.Novice teachers and expert teachers form mature teaching behaviors in the following three aspects:1 ask good problems to guide teaching;2 organize students' subjective activities;3 use technology as a cognitive tool to promote the generation of thinking products.Because of the differences in teaching experience,compared with expert teachers,novice teachers need to improve and improve in the following two aspects:1 teaching strategies to support the learner's thinking process,such as the thinking guiding strategy used in the class summary,motivating students in the class Ways;2 evaluation of thinking quality,such as questioning students,feedback and evaluation of questions.According to the research and analysis,the reasons for the difference between the novice teacher and the expert teacher are discussed horizontally,and the main influencing factors of the formation of the teaching concept by the novice teacher are discussed vertically.The suggestions for the development of teachers are:1 teachers improve teaching in the implementation of teaching,and receive timely comments and suggestions from experts;2 teachers improve their awareness of seeking knowledge and achieve successful teaching experience.