A Qualitative Research On Teacher Performing In Public Class

People have regarded "teacher performing" in the public class as "false teaching" for a long time. This bias covers the value of the performance, distorting teaching of the public class, and hindering the development of new curriculum reform. Adopting qualitative research methods, we observed10public lessons and interviewed7teachers who have public class experience, in order to research teacher performing. The research finds the teachers’ understanding of the performance, reveals the hard process of teachers’ performance, explores teachers’ practical wisdom in the formal performance, and highlights the role of teacher performance’s evaluation. This is the whole process of teachers’ performance in the public class, which reveals the value of teacher performing as well as provides a reference for better performance.The results show that:Firstly, teacher in the public class is a kind of show, a show of teaching thoughts, teaching methods and personal charm. This show is to leave audience expected impression. Sometimes teachers can use performance skills, like "avoiding". However, when it is away from the teacher role and ignores students’development, teachers’ performance is reduced to a "false teaching". The performance is not only as visual angle, but also is the real behavior of public class. The value of teachers’ performance is to promote teachers’ professional development.Secondly, the preparation for teachers’ performance of public class is "Moke", which need a lot of time and energy. After choosing a subject and a teacher, the teacher need design teaching plans, decorating teaching link, rehearsing and cooperating with others.Thirdly, the presentation is teachers’ performance on the stage. It not only asks teachers to have good psychological quality, but also to comfort students, and create active class atmosphere. The teachers should add their own personalities. They may go through an accident at any time in class, and they need handle it tactfully. We should pay attention to the "form integrity","content integrity" and "meaning integrity" of performance.Fourthly, the audience will evaluate teachers’ performance from every aspect or one aspect or the both. The criterion is "efficiency" or "interactivity" or "students’ growth", or the others. Performers must have confidence in the self-evaluation, while audience need have noble character. They work together to gradually improve the performance through communication and discussion.In one word, teachers’ performance in public class is a kind of teaching performance. The value of teachers’ performance is to promote teachers’ professional development. We should have the correct view of teacher performing. Teachers finish their performance by "Moke" and "taking class", as well as they should handle "performing degree" well. The evaluation of teachers’ performance is a process of diversified evaluation, and we should pay attention to negotiation dialogue in practice.