Reflection On Thinking Ways Of Teaching Practice Inquiry In The Past Twenty Years In China

In the past twenty years, there is prosperous in the field of teaching practice research. Behind prosperity, something to be worried is that some researches pay much attention to teaching procedures, models and methods. Some of them imitate the models from foreign countries directly. As the result, some researches focus on teaching procedures, rather than foundations. Many teaching inquiries only change the forms, but not foundations. In fact, learning abroad mechanically is the mainly ways in almost one- hundred- year history of Chinese didactic. I argue that it is reasonable to inquiry the teaching procedures, models and methods. The reasons for dilemma in the field of teaching inquiry nowadays are that too many researches reinforce the methods, instead of thinking ways of inquiries. In order to encourage the researchers to reflect on thinking ways, and push our inquiry forward, understanding and improving researchers' thinking way is vitally important.The hypothesis of the article is that, there are three kinds of thinking ways, which lie in the minds of our teaching practice researchers. I study nine influential researching cases by utilizing the three-dimensional framework that consist of thinking types, analytical objects and analytical methods, and induce the characters of substantive thinking, system thinking and complexity thinking. At last, I present the idea about complexity thinking way, after comparing it with others. The article includes four parts.In Part one, I describe the phenomena of questionable teaching inquiry, which embody paying much attention to procedures, rather than foundation. Then, I discuss two conceptions, and present the analytical framework.In Part two, I study nine cases, and induce the characters of different thinking ways.In Part three, I compare three thinking ways, and probe the limitation ofdifferent thinking ways.In Part four, I ask to construct the complexity thinking way by playing dialogue with different thinking ways, and absorb the good part from tradition culture for foundation. I argue that I take complexity of human as the starting-point for complexity thinking way of inquiry. There is dialectical relation between simplicity and complexity. We should think of teaching inquiry with "dialogique".