Teacher's Cultur Awaking And Its Realization In Teaching And Learning

Research begins with problems, and problem starts from puzzling, while puzzle is from the difficulty of the reality. The objectivities of teaching and learning research are the problems which are produced by the interaction of the teaching elements. The solutions in the past depended too much on the problems and the persons who solved the problems, but there were ignorance of the related factors and the base of its production, especially the culture. Researchers, the background of the problems, and the starters of the problems represent and practice the culture. The only way for us to do the research of teaching is from the perspective of culture by using the cultural viewpoint. Teaching and learning should and always be the focus of the teaching research, while teacher should be the most important factor of the teaching research. The ignorance of the culture of teaching research during the present research promotes author to pay attention to the teacher culture. This dissertation will focus the authentic situation of teaching in the background of social-cultural ecology and the survival experience of the teacher to explain the essence and value of teacher's culture awaking by using theoretical operating, case study and action alignment research. n order to provide a theoretical and practical reference for teachers to realize the conscious awaking, the dissertation will analyze the deep reasons of failure of teacher's culture awareness.The root of the dissertation is to promote a problem and then scientifically design the researches, but the life of the dissertation is the composition. The dissertation will holistically reflect teacher's culture awaking and its realization in teaching and learning from the cultural perspective. The author organizes and constructs the thesis by the logic of problems promoting, problems explaining, framework analyzing, problems existing, direction choosing and future out-looking. Apart from the introduction, there are five sections in the dissertation.Introduction will explain the start point of the research and then analyze the present situation of the research home and abroad. This section will also point out the aim and value of the research, and it will mention the difficulty and research methods of the thesis.Section one will examine the ontology of teacher's culture awaking. Starting from the culture awaking and the life character of teacher's culture, this section will explain teacher's culture awaking which is not only teacher's reflection on characeristics of teacher belief, students, and teaching culture, but recognition of different cultures on the basis of respecting them for the sake of forming the creative cognitive model of teaching and specific culture structure through dialog and understanding. Hence, teacher's culture awaking is oriented to the paradigm of ration-based cultural life of teaching for the realization of freedom in teaching and learning in which life identification, spirit self-consciousness and ration expandance are all witnessed. Teacher's culture awaking ia featured as reflective, systematic, diversified and humanistic, presentation of teachers'life freedom, which can help teachers to develop their self-conscious. By awaking the consciousness of subject to guide the autonomous self-consciousness, the teacher and students can develop their critical conciousness, what can shape the autonomous-based teaching and help the teaching back to the ontology of freedom. Teacher's culture awaking determines the trace of its development, and in the whole process based on the critical perception, teachers establish autonomous teaching and construct humanized teaaching model. After the holistic reflection of the existed situation, teaching will go beyond the boundary to access the humanis, enhance the image of freedom in teaching and learning and get to the determination of conscious creation as well.Section two:Culture will sets up the framework of life practice, and teacher's culture awaking is the reflection and emancipation of the cultural framework re-designed by cultural awareness theory from multi-cultural perspective, which will become the frame of teaching activities. The frame decided by teacher's culture awaking endows the teacher with a specific culture essence, which includes the cultural role, cultural structure and meaning structure. From the cultural field and the theoretical root of the frame, the teacher should be the person who percept the difference of the culture, as well as the actor who refuse the culture hegemony and go beyond the boundary, so he can go between the cultures. The quality of the teacher should be the guarantee of the role location. While the teacher's culture awaking require the teachers qualified with structure of the ice-berg cultural knowledge, the competence of action guided by the knowledge as well as their occupation particularity. Location is the knowledge, while quality is the guarantee, but the meaning should be the promotion. Teacher as the subject of the culture awaking, knowledge location and basic quality is the foundation, but the inner essence of teacher culture should rely on understanding of the role on meaning production, which refers to the establishment of the frame of human being and world relationship and practice the interaction such cultural experience, and the terminate aim is to create the meaning by realizing the culture integration.Section three:Problems are the consequence of the practice, if we want to solve the problems, we should get to know their basic presentation forms, and then we can discover and solve them by the guidance of the frame. This section will try the best to explain the problems, whose aim is to make clear the inner relations structures which are ambiguous for most teachers, but quite important for the affection of the viewpoint for teacher action. The action logic of interaction of theory and practice will go through the whole section, which will use case study of three middle school teachers by the observation and semi-structured interview, aiming to examine the teacher's teaching foci, practical stereotype as well as teaching attribution. Rome wasn't built in a day. Teacher culture is always the accumulation by the effect of the tradition. Traditionally, teaching skill was more important than non-reasonable reflection, while the emphases of teaching skill will occupy the thinking space of teaching, so it is unavoidable of the decline of the humanism. During the practice, teacher will submit to the power of the knowledge, and the textbook is regarded as imperial edict, so it is impossible for teacher to differentiate the difference of the cultures. If so, where can teacher train their critical spirit and the creation will be forgotten by the teaching. Such syndrome is caused by the family economic capital as well as immature of the students and the present social rule, and it is also the result of present teaching value, parent dominant culture and teacher culture.Section four:The aim of deconstruction is to construct. After we get to know the problems, we will choose action. After making clear the presentation and reason of the problems, the dissertation tries to break the limitation by fostering the ability of self critical reflection through location accurately between the idea and action to get to the cultural consciousness awaking. The research method of section four is action alignment research. According to co-built workshop of professional development with teacher, negotiate with context and dialectically dialogue, the author will take part in the activities which can improve teacher to realize their conscious or sub-conscious of cultural awareness by using the strategy of listening, reading,writing and speaking. There are four steps for teacher to join the action alignment research, such as planning, acting, observation and reflection. During these four steps, the teacher will transfer from inner thinking to self re-organization and action modification, but there are some limits in the practice. For example, there is limitation of stereotype of the teacher's critics of culture awareness for the lacking of the socialization. There is obstacle of the teacher's critics of culture awareness to strength and weakness for the lacking of the all-round perception of mainstream and margined authorities. There is also difficulty to overcome the problems of the connection the reflection and action for run closed awareness. In order to break these limitations, it is necessary to build a learning-lead cooperative community to provide support for the teachers by multi-culture showing and discussing, critical thinking practice and awareness ally connection. From the limitation breaking to culture awareness, there is a long way to run for the culture awaking, so it is necessary for teacher to pregnant, deposit, reflection and re-examination as well as thinking adjustment. Only did the teacher integrate the awareness promotion and teaching practice together, teacher's culture awaking can penetrate deep into the life of the teacher.Section five:Teacher's culture awakening annotates boundless possibilities of teaching and deeply influences teaching design, content organization, method choice, reconstruction of relationship between teacher and student, and the building of evaluation system. Due to teaching originating from cultural context, teacher should take culture analysis as a logic beginning of teaching design, and continue to give an realistic meaning design, exert classes' meaning creative function, realize the balance between self-culture and other culture and make up teaching structure of team decision. The organization of teaching content is the important assurance for teaching implement. Keeping an eye on value attitude toward different cultures, teacher could establish teaching content concept of different culture and integration mode which based on multiple integration, also could accommodates the culture's understanding and harmony in teaching scene, which can make students obtain the emphasis and freedom from difference and equality. The choice of teaching method can't separate from cultural meaning. Therefore teaching method performance of teacher culture awakening is to turn the pure "teaching culture " to "learning culture", to apply autobiographic courses so as to promote students' own existing culture system, to carry out narrative teaching, initiate culture imagination in order to advance culture's constant recollection and constant generation of culture meaning. The teacher culture awakening also means the breaking of traditional meaningful cultural boundary. We can form the pattern of "you are the part of me and I am part of you"----culture pluralism in unity, which certainly can boost the view-field blending between teacher and student, and construct mutual subject realtionship inside the learning community. The cultural ecology logos and reality of teaching cultural field surely force teacher to set up teaching evaluation system characterized by multiculturalism ecology. The teaching evaluation dimensionality of ecology meaning should be made from four dimensions as cultural distribution, cultural interaction, cultural competition, and cultural evolvement.First of all. New Perspective. This disseratation makes a revisited explanation for teaching from the perspective of cultrual politics, cultural psychology, mutli-culturism and post-modernism and makes a full research that is under the socail ecology cultural environment. Secondly, New logic struture. This disseratation borrows the matephor from Nietzsche's philosophstical spiritual 3 changes and reconstruct the disseratation's structure that breaks down the used structural paradigm. At last, New ideas. This disseratation puts forwards to the cultural awakening teachers connotation and value. Therefore, this way can provide some effective support for the growth of teaching theory. What's more, as for the ancient Greece's thinkers self-trainning strategy "listening, reading, speaking and writing" that makes localization's time transfomation and that is from cultural ecological to build teaching value's dimention. All of these are the creation points of the dissertation.