Research On "Non Directive" Concept Of Education

The educational philosophy of the "non-directive"has developed for more thanten years.It caused widespread concern and controversy such as who will put forwardthe teaching target. If teaching content should be"defaulted". If answers should begiven by the teachers.The purpose of this study is to analysis and study of these controversies. Andcontacting to the teaching practices in order to find out the shortage and advisable ofthis philosophy.This article is divided into five chapters. Chapter1: Introduction. Includingresearch review, research purpose and significance, the expected research resultsand innovation. Chapter2: To practice "non-directive" Chinese teaching form isconditional. Although "non-directive" has many different forms of teaching, it variesfrom different students, different teachers,different lessons and so on. So we stillneeds to choose carefully. Chapter3: The understanding of the "instruction" isdeviated. This chapter tells the origin of the name "non-directive". I madeexplanation by consulting reference books on the "instructions". I try to find out the"instructions" from "Non-directive" teaching cases. Discussed the two teachingbehaviors——“point”and“show”in the use of process of teaching. Chapter4:There are reasonable unequals in the conversation between teachers and students.Teachers and students are equal on the right of speaking and in front of the truth.Students are the developing persons, but teachers are the "chief" of all. So they haveto rely on teachers. Chapter5, Teachers seemed to do nothing but they do a lot infact. The philosophy do a lot of trainings in listening, speaking, reading and writing toinhance the basic qualities of Chinese.