Value Orientation Of Teachers' Classroom Inquiry

If carrying on the thorough ponders on the value question, the subject-object problem is inevitably involved to. The field of education theory has been arguing the subject-object problem regarding the classroom instruction activity, while pondering on value of classroom instruction is even harder to solve because of the complexity of its education function, the education object and so on. This study avoided the subject-object problem in classroom instruction and regarded the value-orientation question in classroom instruction from teachers' standpoint. Through analyzing the characteristics and deviations of the teachers'value orientation, this study made careful consideration on the value orientation according to the present era request and expected that teachers'classroom instruction behaviors change qualitatively which further promotes students' full development under the function of this value orientation. Therefore, this study launches from the following aspects:The first part is an introduction, introducing three questions: reasons of selecting the topic; present research situation; mentality and methods of this study. The goal lies in showing the vital significance of this study, pointing out the current existing questions based on understanding and analyzing correlative materials and proposing my own studying mentality and countermeasure. The second part is an outline of value orientation in teachers' classroom instruction, briefing the connotation and significance of value orientation, the vital significance of value orientation for teachers'classroom instruction and the influence of teachers'classroom instruction value orientation on classroom instruction behaviors. The third part analyzed the deviations of teachers'value orientation. This study thought that teachers have deviations in understanding knowledge, mainly showed in some aspects such as views of knowledge and of teaching goals etc, and in teaching process, mainly showed in the following two aspects: incorrect views of teaching process and crisis of teaching ethics in classroom instruction. This part also analyzed the reasons of teachers having the deviation. There were many common reasons besides their individual factors. The fourth part elaborated the feasibility of teachers'value orientation. This part pointed out at first the necessity of the time requesting teachers to carry on correct and reasonable value orientations, then layer upon layer launched from the education theory to the education reality in order to make every effort to account for the feasibility of value orientation made in this study. The fifth part clarified in detail that teachers should pay great attention to knowledge obtaining and spiritual raise, to choice of teaching methods, and to validity and ethics in teaching process, from two aspects of teaching goals and teaching methods in the classroom.This study has important inspiration and significance for the teachers in elementary education domain, and enables the teachers to ponder prudently what and how to do better in the classroom instruction, which can improve their own classroom instruction behaviors and promote students' full development.