A Value Orientations Study Of Open Classes In Chinese Rural Primary Schools

Open class is an important tradition of teaching and research practice in primary and secondary education in China,and it is also a research issue with a strong sense of history and practice in China’s pedagogical research,and relevant research has accumulated a certain theoretical and academic tradition.At present,in the context of China’s in-depth classroom teaching transformation,accelerated education modernization and vigorous implementation of rural education revitalization,open classroom research will show new vitality.As a specific educational practice,open class is a "laboratory" and "vane" for the innovative development of primary and secondary school classroom teaching,and the innovative development of open class practice is of key significance to the overall innovative development of primary and secondary school classroom teaching in China.The value orientation of open class is the internal basis of open class practice,and the innovation and development of open class practice lies in the innovation and development of value orientation.Based on the existing research tradition,this study aims to further develop a scientific understanding and theoretical overview of open class practice through a systematic discussion of the value orientation of open class in rural elementary school,enrich and develop the knowledge system of open class,and contribute to the revitalization of rural education and the deep transformation of educational teaching practice in rural elementary school in the new era.This study focuses on the specific examination and analysis of the value orientation of open class in rural elementary school in China in the sense of value theory,and attempts to innovate and develop the value orientation structure of open class in rural elementary school,so as to provide a "pilot" theoretical reference for promoting the change of education and teaching practices in rural schools and the development of rural education.The basic research logic of this study is:firstly,we search,read and analyze the literature related to "value orientation of open class in rural elementary school" in order to fully understand and grasp the research lineage and status of existing studies,determine the research background and problems of this study,and further explore and establish the theoretical basis for the analysis of value orientation of open class in rural elementary school in China.The study will then sort out and summarize the value orientations in the development of open class in China,explore the regular features of them,and provide historical references for subsequent studies;then it will examine and analyze the reality of open class in rural elementary schools to understand and grasp the basic situation of open class and value orientations in rural elementary schools as a whole;finally,based on the multidisciplinary interpretation of the connotation of open class,the historical evolution pattern of value orientations in open class,the practice of open class in rural elementary schools and its value orientations,and the study of the value orientations of open class in rural elementary schools.The study is based on the multidisciplinary interpretation of the connotation of open class,the historical evolution of the value orientation of open class,the critical reflection on the practice of open class and its value orientation in rural elementary school,and the theoretical innovation and development of the value orientation of open class in rural elementary school in China.The study includes the following five aspects.First,the multidisciplinary interpretation of the connotation of open class.Open class is a complex and vivid subjective activity in reality,presenting various practical characteristics such as psychological,social and educational,and thus open class practice can be called the sum of educational,social and psychological activities,which requires scientific analysis and systematic understanding from a multidisciplinary perspective.From the perspective of psychology,open class activities are filled with complex psychological phenomena of different subjects,and at this time,open class activities are embodied as contradictory movements of different subjects’ "value expectations";from the perspective of sociology,the essence of open class is social interaction or interaction activities,highlighting the "performativity" of open class activities;from the perspective of pedagogy,the essence of open class is social interaction or interaction activities.From a sociological perspective,the essence of open class is social interaction or interaction,highlighting the "performativity" of open class activities;from a pedagogical perspective,open class is a kind of educational teaching activity,endowed with significant education and educational planning,and the value of open class is the common development of students and teachers,which identifies the most genuine value orientation of "open class".Second,the historical evolution of the value orientation of open class.The study found that the "open class" sprouted from the international teacher education reform process in the 1950s,and similarly,the reform and development of teacher education in China in the 1950s further promoted the emergence of the open class.The direct motivation for open class in China,which really began in the mid-to-late 1950s,was the objective demand for teacher training and professional development.During its more than 60 years of development,the value orientation of open class in China has been changing and has shown three main phases:the focus on the teaching demonstration of outstanding core teachers(1949-1976);the value orientation of "demonstration" and"seminar"(1976-2000);and the value orientation of "demonstration" and "seminar".(1976-2000);and advocating multiple value orientations(2000-present).In general,the evolution of the value orientation of open class in China shows the characteristics from single value to multiple values,from focusing on instrumental value to focusing on intrinsic value,from focusing on teacher value to focusing on the unification of teacher value and student value,etc.The influencing factors are roughly divided into subjective and objective factors:the subjective factors are mainly the professional development needs of teachers and the development demands of students;the objective factors are The objective factors are social change and educational evaluation.Third,a realistic examination of the value orientation of open classes in rural elementary school in China.Through specific research methods such as questionnaires,interviews and classroom observations,we examined and analyzed the current situation of value orientations of open class in rural elementary school in five provinces in southwest China(Sichuan,Chongqing,Yunnan,Guizhou,and Guangxi),and found that the current open class in rural elementary school in China mainly presents three value orientations:teaching skills orientation,utilitarian performance orientation and self-development orientation.The core orientation is teaching skills.Fourth,critical reflection on the value orientation of open class in rural elementary school in China.The study critically reflects on the value orientation of open class in rural elementary school from three perspectives:value perception,value identity,and value orientation itself,in an attempt to reveal the deeper issues hidden behind the value orientation.The study shows that there is a certain degree of value perception limitation in the current practice of open class in rural elementary school,which is highlighted by the one-sidedness and ambiguity of open class value perception.This value perception limitation has its own inherent "habitual" logical mechanism,which becomes a realistic constraint to the construction of reasonable open class value.The value identity of public class is the fundamental source of the value orientation of public class.The problem of diminished value identity has become a reflection of the value orientation of public class in rural elementary school,which is manifested in two ways:one is the reverse value choice when encountering value conflict,that is,the value rejection of public class;the other is the diminished value identity of public class reflected in the psychological and emotional structure of the subject.The limitation of value perception and the weakening of value identity inevitably lead to a deep crisis of the subject’s value orientation,that is,the dual alienation of the value orientation of open class in rural elementary school in terms of nature and reality,which is reflected in the deviation from the nature value orientation and the detachment from the reality value orientation.The deviation from the essential value orientation is reflected in the fact that the value goals constructed by value perception and value identification in the subject’s open class value orientation are not the intrinsic value of the open class as an educational act,but have become external utilitarian or instrumental value pursuit;the detachment from the real value orientation is reflected in the detachment from the "rural education" attribute and the objective social environment in rural areas.The realistic value orientation is detached from the attributes of "rural education" and the objective social environment and conditions in rural areas,and tries to adopt a general value tendency that is independent of "rural" or biased toward "urban".Fifth,the innovative development of the value orientation of open classes in rural elementary school in China.The inherent rationality of the innovative development of value orientation in China’s rural elementary school lies in the fact that it must be based on the actual situation and development demands of China’s rural education,fully reflect the general laws of educational teaching practice,and be more in line with the objective trends of human development,social development,and educational development,so as to achieve "individuality of rural education" and "commonality of general laws of education.The study aims to unify the "individuality of rural education"with the "commonality of general laws of education".This study seeks to innovate and develop the basic structure of the value orientation of public lessons in rural elementary school in China from three aspects:First,the construction of the value orientation of public lessons on "learning",which is an objective reflection of the change of "learning"in modern educational thinking and practice,and is essentially a "flip" in the value orientation of public lessons.In essence,it is a "flip" of the value orientation of the open class,that is,the "learning" of students is shifted to the "foreground",to the"student-centered",and to the "student-centered"."It takes the enhancement of students’learning ability and personality integrity as the value goal,and the creation of a learning community between teachers and students as the practical support;secondly,the value orientation of open class based on "teaching This transformation must be based on a new understanding of "teaching" as an epistemological prerequisite,that is,a recognition of the dialectic between "teacher" identity and "teaching".The dialectic of"teaching".The essence of the transformation of the value orientation of "teaching" in public lectures is to dissolve the dominant tradition of the value orientation of public lectures centered on "teaching skills",to reconstruct the value orientation of "teaching",and to form a multi-dimensional value orientation space.The third is the development of the value orientation of "agriculture" public class,which takes the recognition of the dual relationship between the existence and value of rural education and rural society as an objective premise.This means breaking through the traditional "open class" practice model and spatial restrictions,and constructing an open,large open class concept that is integrated into rural society.This concept is an overview of a new form of open class practice:it means that the practice form of open class is based on the construction of home-school-society community and teacher-student community in the real rural society,pointing to the progress of rural society,endowed with the value orientation of education for all,and showing the essential attributes of open class as an "educational act".It means that from the perspectives of demonstration,propaganda,dissemination and guidance of open lessons,open lessons in rural elementary school should become the "vanguard" of educational change and transformation in rural schools,the propaganda mechanism and promotion mechanism of new educational concepts,new directions of educational change and new educational value systems,and the "frontline"of educational development in the new era.As a teaching mechanism of rural elementary school education,open class should become a significant representation of rural elementary school education and teaching,and can be used as a basic form of rural elementary school education practice,expressing and presenting the value orientation and basic form of rural elementary school education and teaching.