Research On Classroom Teaching-learning Conflict Take Enlish Classroom Teaching-learning In Junior Middle School As An Example

The teaching activities are achieved through the mutual influence between teacher and students. Thatis to say, the teaching process is the process of guiding and helping students’ learning so as to achieveteacher-and-student’s progress. In this process, students do not passively accept the contents what teachershave taught but accept the contents through reprocessing the knowledge. For the teaching goals, contents,methods, evaluation and so on, students have their own understandings, ideas and tendencies, whenteachers and students have different views about teaching claims, it may have created conflict betweenteaching and learning.Classroom teaching-learning conflict is the conflict of teachers’ teaching and students’ learning in theclassroom teaching-learning field, which is the conflict in the teaching-learning interaction process betweenteachers and students, because the cognition and emotion of teachers and students towards teaching goal,content, method and evaluation exist differences, and then produce contradiction, reject or against.Classroom teaching-learning conflict includes dominant, visible fight against each other, and also includesrecessive, psychological conflict.Taking the nature of the contents of classroom teaching-learning conflict as the main line to analyzethe classroom teaching-learning conflict is knowledge conflict and the values conflict, which ischaracteristic of inevitable, sudden, circumstance and negative. The conflict of classroom teaching-learninghas many influencing factors. This article is mainly from the teachers and students for the exploratoryanalysis. Finally, the happening mechanism of classroom teaching-learning conflict is analyzed. From threeaspects to explain how to make effectively use of classroom teaching-learning conflict in this paper,changing the classroom teaching-learning conflict into the classroom teaching opportunity, migration—theconflict for power，and lead--the conflict for power, then putting forward some strategies from three aspectsin this paper, including that teachers should have the teaching wisdom, teachers must have extensiveknowledge and teachers should pay attention to the strategy of accumulation of experiences in order tocreate the harmonious teaching environment, and also contribute strength for further development ofpractice teaching, therefore enrich the research of teaching-learning conflict. Finally, the paper uses thecase analysis as one part to explain how to deal with the conflict in the practical teaching.