Research On Classroom Teaching Decision-making Of Chinese Teachers In General High School

In the current situation of curriculum reform in high schools,the Chinese government have presented relevant political proposals of achieving and furthering the high school education so as to improve the quality of education and implement the new educational philosophy and updated curriculum.After twenty years' sustainable teaching reforms,especially baptized by the curriculum reform in recent years,Chinese classroom teaching model changed a lot.Under such circumstances,different kinds of educational theories,thoughts as well as ideas spring out,a variety of teaching models,techniques and tools appear.However,it is undeniable that the Chinese classroom teaching has not been changed essentially.The vitality and vigor of Chinese classroom teaching has not been triggered,the spirituality and creativity of high school students has not been stimulated,and Chinese teachers frequently have no ideas to deal withsome specific teaching situation when they face complex and volatile circumstances.The practicality,distinctiveness,variability as well as uncertainty of Chinese classroom teaching pose great challenges for Chinese teachers to get insight into the complex classroom contexts,in order to take charge of variable classroom situations and handle the unpredictable teaching events,which requires teachers have a pair of trained eyes so as to perceive and judge with the mind,to control at the macro level and adjust at the micro level as well as to make the reasonable teaching decisions.Consider the characteristic of teaching decision,especially complexity and dynamic of the teaching decision make the general studies of teaching decisions have difficulties to reveal the essence of teaching decision process in a certain school phrase and in a certain subject,thus it have limitations to some extent in guiding the teaching practice.Only by interrogating reality,walking into class,investigating and researching,finding out the problems as well as analyzing events can give prescriptions to the specific teaching problems.This paper reviews the relevant research both domestic and abroad from the perspectives of Chinese teaching reform in high school,realities of Chinese classroom teaching decision in high school as well as demands of improving classroom teaching qualities.Based on above circumstances,via systematically analyzing the previous research experience and limitations,this paper focuses on the typical micro field of classroom teaching and studies the Chinese classroom teaching decisions in high school.The researcher intends to reveal the phenomenon of Chinese classroom teaching decisions,explore the mechanism and influencing factors of high school Chinese teachers' teaching decisions and grasp the basic principles of Chinese teachers' teaching decisions so as to stimulate Chinese teachers' consciousness of professional reflection and improve their teaching level.In order to achieve research objectives,this study was conducted by means of literature research,questionnaire,interview,classroom observation,case analysis and so on.On the bases of grasping the current situation of ordinary high school Chinese teacher classroom teaching decision-making status and the related theoretical research,the author constructed the concept of "Chinese classroom teaching decision" and the decision theory model of general high school Chinese classroom teaching of "situation-reactive".Through the questionnaire,the difference analysis on decision of Chinese teachers' classroom teaching in senior high school was carried on.Then through in-depth interviews,the author explored the reasons behind the decision of Chinese classroom teaching in senior high school;by analyzing the classroom observation,the current situation of the decision in Chinese classroom teaching in senior high school was illustrated.The specific contents are as follows:The first part,introduce the background of the research,analyze the current situation,pose a question,state the purpose and significance of the research,literature review,define the core concept.It considers that "The Chinese teacher's classroom teaching decision" is a series of ways and process,it including conceive,choose and act,which with the goal of achieving the Chinese classroom teaching in the teaching context,with the base point of the Chinese teacher teaching philosophy to teach according to the classroom teaching practice,with the support of the educational idea,with the basement of professional knowledge,with the basis of practice wisdom.The second apart,regard the theory of decision,the optimization of the teaching process theory,the dialogue teaching theory and effective teaching theory as the theoretical foundation of the research,constricting the model of common senior high school Chinese teacher classroom teaching decision-"Situational Equation" decision theory.This model demonstrates the Chinese teacher of the senior high school,find out and observe the way and the process of diagnostic decision,making in the specific classroom context and complicated classroom life.Including the gist of the decision,the content of it,the implicit factors and the logical relationship between them.What's more,in the base of the difference of the Chinese teacher teaching decisions and looking for the reason of decisions,focus on classroom think deeply,observe the sense and rationality of the regular senior high school Chinese teacher,including what decision,what gist,how to take the best chance,in which nodes to make decisions,the relationship between decision and study,decisions and teachers and so on.In lesson study,to verify,modify and perfect the model.Finally,it refers to the expectation of the research conclusion and the follow-up research.In conclusion,the research of Chinese teacher classroom teaching decision is a complicated and practical question.It will evolve new question during the progress of time and the revolution of society,and promote the revolution and development of Chinese classroom teaching.The model of "situation-reaction" decision-making theory has certain practical guiding value for the Chinese teacher in each section...It can help teachers break through decision-making conventions,renew them,apply innovation,improve their professional abilities,and improve their teaching quality.