Crisis And Opportunity:a Study On The Hidden Curriculum Resources Of Teaching Contingencies

"Paradigm shift" has taken place in the educational field since the1970s, which is from the exploration of universal education law to the search of situational education meaning. Accordingly, the research paradigm of classroom teaching changes. People begin to pay more attention to exploring the teaching situations instead of the teaching roles and focusing on the contingency and uncertainty of teaching rather than its inevitability and certainty. Though teaching contingencies are called "accidental" incidents, they are "inevitable" events in real teaching practice. Based on this, this dissertation focuses on teaching contingencies and centers around five questions. First, what is a teaching contingency? Second, are teaching contingencies a crisis or opportunity in teaching? Next, are teaching contingencies hidden curricula? Forth, what curriculum resources do teaching contingencies contain? The last one, how to transform the hidden curriculum resources to the curricula in teaching practice through teachers’ curriculum intervention?Accidental and unexpected events usually happen in everyday classroom teaching. These dynamic and unexpected events become generative teaching contingencies. Teaching contingencies are featured by occasional and sudden occurrence, inevitable existence and crisis， Any factor in teaching may cause teaching contingencies. Professional competence, personality characteristics, teaching style and emotion of the teacher and the differences of students’personalities and gender are the principle factor, while curriculum objective, contents, implementation and evaluation are the stimulating factors. Environmental factors include the scale of a class, the arrangement of seats, classroom setting, teaching facilities, interpersonal relationship and teaching ambience.Teaching contingencies occur from the conflict between presumption and generation. Seen from the surface, teaching contingencies are often considered as a crisis which interferes with teaching and poses threat to students" growth, teachers and successful teaching to different degrees. But seen from the essence, teaching contingencies are a hidden curriculum containing opportunities for teaching. They are of great influence on students’ growth and can promote their comprehensive development.Teaching contingencies exist as a hidden curriculum. They deconstruct previous curriculum order and establish a new one in the process of interaction between teachers and students. The three-dimension curriculum objectives are the basis of curriculum development and implementation. Accordingly, the hidden curriculum resources of teaching contingencies exist with the feature of cognition, method and emotion. The hidden curriculum resources based on cognitive objective can not only help expand students’depth and breadth of knowledge, but also create and construct knowledge, cultivate students’ basic skills and raise their cognitive level. The hidden curriculum resources based on methodological objective can not only lead to wonderful teaching process, but also assist teachers in adjusting their teaching methods and make it easy for students to acquire the study methods. The hidden curriculum resources based on emotional objective can build harmonious relationship between students and students, ignite students’ interest in learning and help students to form positive attitude and right values, thus making students comprehensive talents rich in emotion and wisdom.Teaching contingencies can exist as potential curriculum resources. But in order to demonstrate its real value, we should intervene in by putting teaching contingencies into curriculum and then turn them into the kind of curriculum in effect. Such intervention requires teachers build up curriculum concept, be sensitive to have an awareness of curriculum-generating and resource-using, and react wittily towards teaching contingencies by applying some techniques and skills to perceive, comprehend, confirm and process, which manifests the value and strength of teaching contingencies, making the whole class full of vigor and vitality because of teaching contingencies.In conclusion, this thesis has found out that teaching contingencies is inevitable teaching activities and indispensable hidden curriculum resources, which gives teaching activities vigor and vitality. A wise teacher should be brave enough to face teaching contingencies, turning crisis into opportunities and fully exploring and utilizing the hidden curriculum resources, with an attempt to help both teachers and students develop together in the course of reduction of teaching contingencies. A class like that is what is called vigorous and creative one.