Study On The Theory And Practice Of The Interactive And Formative Classroom Instruction

Classroom instruction is the most routine and basic practice among the many school education activities. It is also an essential component of the teachers' and students' on-campus movements. How the classroom instruction is to be conducted has a great bearing on the resulting effect and the "states of being" of the teachers and students involved. A teacher can assist and facilitate the development of the students but cannot substitute for them. The development of the students is achieved by their participating actively in the objective-oriented and interactive classroom instruction which is constructed by both the students and the teacher. Therefore, classroom activities must be open and open to pluralized(or: diversified) and interactive relationships between the teacher and the students by which teaching resources can be synthesized(or: assembled) and generated and the teaching process fulfilled. With the fulfillment of this kind of teaching process, the goal of the students' development can also be attained. At the same time, if the renewal of ideas doesn't go deep down into the internal beliefs of the individual teacher, it will not be possible to exert real influence on the teacher's teaching practice and form new teaching act. And the lack of study and analysis on the transformation from theory to practice will only make it harder to achieve that "renewal" of the teacher's internal beliefs.Based on what is mentioned above, the paper explores the process of the theoretical form of the interactive and formative classroom instruction being transformed into practice in the specified field of mathematics under the guidance of the "new elementary education" research. In the first part, through an analysis of the present form of classroom teaching practice, it makes a survey of the teachers' understanding of the interactive and formative classroom instruction, and then analyzes the root causes of these forms of practice from theoretical and practical perspectives.In the second part, the paper focuses on the internal logic of the the interactive and formative classroom instruction process on the basis of some discussion about the necessity and possibility of such a practice. The core of this paper lies in the third part in which the process of the theoretical form of the interactive and formative classroom instruction being transformed into practice in the specified field of mathematics is explored and analyzed. The paper holds that the effort to promote the interactive and...