Criticism Of The Self-Explanation For Teaching Deviated Behaviors

Great knowledge makes a teacher, but moral integrity makes a model,therefore what teacher said and what teacher did subconsciously affect students’ growth.The educational workers and practitioners have been studying on the teaching behaviors for a long time, with the rising and development of research, some scholars from the "code of conduct "professional ethics" aspect ought to provide standards, other scholars began to focus on teaching deviated behaviors in educational practice, trying to regulate teacher’s behaviors by reflections on the errors and formulating measures. The research summarized theory-vindication of teaching deviated behaviors first, then concern self-explanation of it, analyze the common orientation and the fundamental cause of self-explanation, to explore the establishment of "good for students ", finally trying to find a way to avoid teaching deviated behaviors. This paper’s contents are as follows: The first chapter is the introduction. Its obvious that superficial attribution for teaching deviated behaviors leads to poor countermeasures. According to research status, the paper explained the theory to determine the self-explanatory research ideas.The second chapter is the explanatory for "teaching deviated behaviors", we find that theory-vindication is a kind of "otherness" in analysis, and therefore can’t change the teachers’ behaviors. Turning to self-explanation, we surprised that is the deep basis of teaching deviated behaviors. In the third chapter, combining classification of deviated behaviors and in-depth interviews,analyzing self-explanation for various types of deviated behaviors. "good for students"is the common orientation and fundamental reason for "self-explanatory". The fourth chapter, from the teacher should be "good for students", teachers know that students "what to do", teachers can allow students to " be good in the future", self-interpretation of"good for students" may be established. Thefifth chapter based on the cultural background, criticizing the self-explanation of "good for students", finally trying to find a way to avoid teaching deviated behaviors.