Research On The Critical Incidents Of Classroom Teaching

Classroom teaching is the main form of teaching, paying attention to the critical incidents ofclassroom teaching is an important part of teaching. Teaching critical incidents are the incidentsoccurring in the classroom teaching, which can strengthen the parties’ original education cognition, orarouse the parties’ original educational cognitive conflict and make critical decisions. Its content can be acomplete incident procedure, and also an important fragment, or one of the details that can not be ignored.The decision has played a critical role in revealing the essence of education, the essence of teaching andthe essence of humanity. The purpose of the classroom teaching critical incidents study is to analyze theclassroom teaching critical incidents, proclaim the nature, basic features and influencing factors ofclassroom teaching critical incidents, thus exploring a feasible path about the default and generation ofthe classroom teaching critical incidents, so as to provide a practical path to optimize classroom teachingbehavior and promote teacher’s professional development.This study uses literature analysis method to analyze the previous literatures, and sum up thefoothold of the classroom teaching critical incidents study. Eight classes of three schools’ classroom areobserved by classroom observation, after analysis summarizes the classification, the basic characteristicsand effects of the classroom teaching critical incidents. Finally, using the case analysis method to explainthe content of classroom teaching critical incidents clearly, and discussing the feasibility about the defaultand generation of classroom teaching critical incidents.According to different basis, classroom teaching critical incidents can be divided into positiveand negative teaching critical incidents, careful default and the immediate generation of classroomteaching critical incidents and the classroom teaching, the classroom teaching critical incidents of studentdevelopment education and professional development of teachers. Classroom teaching critical incidentsis the unity of situationality and regularity, the unity of default and generation, the unity of occasionalityand necessity, the unity of authenticity and typical, and the unity of personality similarity. The classroomteaching activities have contained many indefinite factors, the classroom teaching critical incidents isinfluenced by teachers, students, school and family. In order to play the role of the classroom teaching critical incidents, teachers need to take part into the default and generation of the classroom teachingcritical incidents actively. New curriculum reform has emphasized that teachers should be the dynamicconstructor of curriculum, the default and generation is a paradox in the teaching. One of the importantgoals of the teaching reform is the harmony and unity of default and generation of the teaching reform:only well-default can teachers do a job with skill and ease in class, the default should be the basicrequirements of teaching; Only generated can make the class full of ecological and natural beauty, evenfull of ups and downs and inquiry interest.