The Theory Of Teaching Habits

Habit is everywhere, but people tend to consider that the role of habit is positive. Sometimes, they consider the habits as one of the standards of success and neglect that the teaching habits also need to change. There are negative effects of the teaching habits. As a real existence, the teaching habits exist widely in the teacher’s teaching behavior, and dominates the teacher’s teaching activities, but the understanding of the teaching habits is also such. Through the criticism of the teaching habits, we try to reveal the understanding, and then it should be constantly changed, thus towards uncertainty, in order to realize the freedom of teaching.The teaching habits refer to a kind of teaching practice, which are both historic and temporal and special which exist objectively. There are both the general and uniqueness characteristics of habit about the teaching habits, and the teaching habits of each teacher are common and individuality, the forming process and the characteristics of the teaching habits show the diversity of the teaching habits.The educational background of the teaching habits should be the collision and integration about exam-oriented education and quality-oriented education, and it will push hard about reform of basic education. In the context of education, the teaching habits are full of activities of education which is the pursuit of the teaching because of the understanding of the teaching habits is fuzzy, fragmentary and utility. Behind the careful analysis of the teaching habits, we found that the subject of the teaching habits is not teachers, but social control class; it is power and interest in promoting the formation of the teaching habits. And the teaching problems caused by the teaching habits mainly are:the lost of essence of the teaching and the strengthening of the teaching control.Based on the glance of the reality, we think that the teaching habits actually don’t promote the teaching actively as people thinking it, it’s impediment is hidden,the performance are that it may become obstacles to reform of basic education. The performance is to stick to teaching paradigm or the formalization of the teaching paradigm. The way of thinking is simplistic or dualistic, and a variety of obedience to authority; its will become the impedance of the teachers’ professional development, The performance is to follow education custom, the preference for individual knowledge, advocating the teaching habits of individualism, etc; its will become the fetters of combination of education theory,the practice the performance is that teaching theory is difficult to practical, teaching practice is hard to theoretical,; its will become thorns of the formation of the teaching community, the performance is that the relationship between teachers and students is difficult to reach a consensus, the Shared vision between teachers and students is differences, dialogue and cooperation of teaching are doddering, there are struggle in the teaching about the control and freedom; Become the barrier of localization of teaching theory, the performance is that the attitude of treatment towards foreign theory appears polarization, and the localization of teaching theory lack of innovation, reflective and suitability; Become the factors of bondage of teaching innovation, the performance is that the constraints of the traditional culture, clamping down the thinking set, the controlling for the teaching by the authority, fretting by the teaching life of easy, etc.The reality of performance and a negative impact of the teaching habits make us began to recognize and explore the possible paths about teaching habits. Then, we must admit and pursue the uncertainty of the teaching habits. That is, the teaching habits should be constantly formation and digestion, constantly changing. The emergence of the teaching habits is a necessity, not with the will of the people. And admit and pursue to the uncertainty of the teaching habits also are not to deny it, but improvement on the basis of the affirmation. We should admit the uncertainty of the teaching habits, because of the development of social and changes of things are complex; the development of individual can not be measured; Teaching itself is full of uncertainty. Therefore, the teaching habits should and need to pursue uncertainty, the way of the teaching habits to uncertainty include:the generation of teaching, that is emphasizing the generation of non-linear and uncertainty, so that teaching habits realized the reality contradiction with the reality, and thus toward to uncertainty, which need to change the thinking habit of teaching, teaching design leave blank, encourage questioning, enhance dialogue, suspention of self, etc; building teaching conflict, confliction of teaching’can activate thinking, eliminate the former see, expose all kinds of discomfort of the teaching habits, and the realization of teaching conflict need to encourage teaching heresy, remove the utility of teaching, practice teaching dialogue, develop the scientific research of teaching, etc; assuming responsibilities, Because the teaching habits are easy to fade, shrink or even shirk responsibility of teaching, and the realization of teaching responsibility need to have consciousness of teaching responsibility, the responsibility of teaching, the ability of teaching responsibility, the self-discipline of teaching responsibility and create freedom of teaching conditions and review the teaching value, etc.Freedom of teaching is bound to the pursuit of nirvana of the teaching habits, because human development and the future of the desire to also call for the realization of freedom of teaching. And only realizing the freedom of teaching, the teaching habits to uncertainty will become a reality; the realization of the true of teaching will become a reality.