On The Teaching Of Cultural Change

Teaching culture is basic identity about teaching's thinking, values, behavior for given time and geographical people to live as long as the formation and exchange. Can be divided into three cultural dimensions of teaching thinking, teaching values, teaching behavior. From the epistemological's point, it can be divided into "instrumental" Teaching Culture and the "ontological" Teaching Culture; from the group's point, can be divided into "teacher culture", and "student culture"; from the class point of view, can be divided into "professional culture" and "common Culture". Teaching as a cultural form of human being, its nature's the liberation and freedom for human. Therefore, teaching cultural change is teaching integrity changes in the structure and function, form and content with the needs of the development of human freedom and liberation.Teaching cultural change paradigm can be attributed to three categories:performance teaching culture; delivery teaching culture and inquiry teaching cultrue. In the primitive society, many of the things we call teaching is through "demo" to achieve. In the agricultural civilization and modern industrial society, with the growth of knowledge, gradually broke the control of religion and theology, and reason won Domination. Gradually formed a more economical teaching method that uses out of context of "teaching" rather than in the context of "demo." In the Post-industrial society, such as post-modernism which delivers much criticise and comment towards modernism, trying to liberation from the hgemony of reason and knowledge to pursue the construction of individual meaning.According to the teaching therory history, any school or important teaching theory are specific period on human nature, knowledge, social development in teaching reflection. Inspired by this, this article perspective from the human nature, epistemology, social development to explore the motivation of teaching cultural changes.There are two main ways of teaching cultural change:planned change and spontaneous changes. planned changes implemented by a government-led top-down education reforms, On the contrary, spontaneous changes is within the academic or common. The characteristics of Planned changes are mandatory or intensity, it ieasy-to-trigger conflicts and problems if handled carelessly. The spontaneous change by long-brewing process within the community, so change the course of bottom-up, less internal resistance encountered. So, the best way is integration planned changes with spontaneous changes.New curriculum reform is planned changes by the government-led, because of its mandatory, intensity, etc., in the implementation process had many conflicts and problems. Should the new curriculum reform is not reform, but how to reform. Though reflect the current concept on new curriculum reform, which tend to ideal derived from the idea of the Western teaching, for this paper from professional culture and common culture, local culture and foreign culture perspective to resolve contradictions and problems in process new curriculum reform, to be able to provide some useful suggestions.