Knowledge Constructs The Process Of Teacher's Teaching Model Generation

As a kind of innovative teaching based on principles,knowledge building instruction brings new challenges and requirements to teachers who are accustomed to traditional teaching based on process.Teachers often face a variety of new teaching problems that have not been encountered before.The process of continuously solving these problems is exactly a process in which teachers construct their own knowledge building pedagogy.Therefore,this knowledge building pedagogy has the characteristics of being generative and the personality of teachers.This study attempts to track the teaching process of a knowledge building teacher.Trying to extract the generation process of the teacher's knowledge building pedagogy,analyze the teacher's characteristics in the transformation in detail,find out the key issues;and finally focus on the construction of the case teachers' knowledge building pedagogy.Considering the above needs of this study,and the first task of establishing a substantive theory that is suitable for the characteristic situation,the research finally selects the research method of grounded theory as the research paradigm.The research object is a teacher who has many years of teaching experience but is a novice in knowledge building.Firstly,the study tracked and observed the complete process of the teacher's knowledge building instruction in this case.The data include teaching plans of the traditional teaching,classroom records,interviews,teacher summaries and reflections,students' ideas on the knowledge forum and questionnaire.At the same time,during the participatory observation process,members including teachers and experts of the "curriculum reform group" were fully mobilized to guide the teacher to transform and accelerate her transformation.Then based on the three-level coding of the original data,the research has gradually formed the concepts,major and minor categories,and the core category of "the formation process of a knowledge building teacher ".Finally,the formation process and case teacher's knowledge building pedagogy are summarized as follows.1.In the process of changing from "traditional teacher" to "adaptive knowledge building teacher",the case teacher experienced the transition stage of "new knowledge building teacher".In the first two stage,teachers' teaching presents a "teacher-centered" teaching structure.The reasons for the transition period include the teaching habits of the case teacher and the constraints of the educational environment system.Finally,with the help of various forces and the case teacher's own efforts,she become one qualified knowledge building teacher.2.In the stage of adaptive knowledge building teacher,the case teacher presents a "student-centered" teaching structure,with students as the center of action.Each element of the knowledge building pedagogy is characterized by "surface statics" and "internal dynamics"."Internal dynamics" is the real-time adjustment state of the three elements that needs to be maintained when the three elements are integrated for classroom teaching.The three elements present the illusion of static state at a certain moment or segment.This static state incorporates the knowledge building principles and could be imitated,making the knowledge building theory operable.Although this study constructs the knowledge building pedagogy of a case teacher,it does not mean that the pedagogy is not generalizable.On the contrary,the transformation process of the typical case teacher and the pedagogy formed can represent the similar transformation process of traditional teachers under the contemporary educational background and the pedagogy of knowledge building teachers with the guidance of the twelve principles.However,for new knowledge building teachers,the key to make good use of this pedagogy is to understand the characteristics of "dynamic" and the "twelve principles" behind it.Simply applying the "static" characteristics of each element can't really grasp the essence of knowledge building instruction.