An Analysis On Factors In Transforming Teaching Notion Into Behavior In The New Course Improving Project

The boost to the elementary education reform creates a precious opportunity for the development of the elementary education in Jiuquan. In the year 2002, Jiuquan was initially classified as the provincial sample region. Some schools play a leading role in the New Course Improving Project.Notion goes first than action. There exists no reform without a switch of teaching notion. It is critical for the reform whether the teacher can agree unanimously with the notion of the New Course Improving Project and change his teaching behavior. The issue of teaching notion and teaching behavior is the concerns of many researchers in recent years. The research undertaken within the whole nation is out of focus and impertinent, as far as Jiuquan is concerned. Education in different regions with different economies has different features and rules. Education in Jiuquan, Gansu, bears its own marks in transform teaching notion into detailed teaching behavior. Few people have studied the subject matter, and these are what the thesis focus on.Under the methodological guidance of Marxist dialectics and historical materialism the thesis analysed the sample region for the New Course Improving Project and investigate the factors that transform teaching notion into teaching behavior with an emphasis on obstructive factors. The first-hand material was gained by the way of questionnaire, symposium and informal discussion. The research work shows that teachers' teaching notion was not so essentially and penetratingly changed that it could not promote a switch in teaching behavior, as a result, the concept is discovered from practice. The analysis factors of its influence primarily contain policy environment (the policy instruction, society evaluation, management systems in schools, teachers' evaluation, treatment to teachers); material conditions (the lack of teaching equipments, teachers requirement, over-big class sum, the quantity of the students); teachers' factors ( the teacher's theories level, teaching technical ability, teaching experience, the participating consciousness); students' factors (the student orientation, study methods). All these can be proved that the reform of the New Course Improving Project still exsits certain problems: government publicizing is notenough; lacking of teaching aid; the backward evaluating system; versatile and professional training at a higher level emerge; the students are incapable of studying voluntarily and efficiently due to their dependant mentality; teachers bear a heavy burden having more students in their class than it could; The part of teachers' teaching technical skills still can not keep pace with the requirements of the Project; Thus restricts the transforming process in different effects and degrees.In conclusion, this is a complicated and obstructive way to the change of teaching notion. We need to make a further discussion to remove the obstructive factors and change the teaching behavior. As for this, the author's suggestions are as follows:1)Wide-ranging publicity can establish an atmosphere to propel the Project.2) Make the scientific research practical and put emphasis on countermeasures to the problem.3) Optimize the teachers with the help of various training courses.4) The change of teaching behavior should be on the basis of cooperation and demonstration.5) Improve the content of the evaluating system as a support to the Project.6) Gain more educational investments to improve teaching conditions.7) Enlarge education scale to reduce over-big class sum.8) Pay much attention to students study results to guarantee the Project.9) Teachers should work out his own scheme and endeavor to be qualified as a teacher.