Investigation And Research On The Creation Of Classroom Teaching Situation In Primary Schools

The reasonable creation of classroom teaching situations has attracted considerable attentions because of its important value of promoting students’ development. From the former studies, correlational research on creation of teaching situations from the perspective of tacit knowledge is relatively limited.This article will try to analysis the creation of classroom teaching situations from the perspective of tacit knowledge,which including value, practical requirements and the methodsIn order to understand the problem about the creation of classroom teaching situations in reality,this study has designed "the scale on the creation of classroom teaching situations" from the dimensions of value and so on.A random sample of Nanjing secondary schools in L primary school were selected from 14 classes and 20 teachers which were interviewed,so as to investigate teachers’understanding about the creation of classroom teaching situations and some relevant questions.The study found that the problems teachers have in the teaching situation creating are as follows.Firstly,in the aspect of value, less strong and weak situation and the situation of the implicit effect is neglected.Also, they lack attention to an individual and practicalness of knowledge.Secondly,teachers have narrow orientation in students’personality experience and development,course and basic requirements and the current social requirements in the context of creation practical requirements.Finally,in the the aspect of situation-creating methods,there are too many the phenomenon of negative reinforcement and the phenomenon about weaken or off set educational influence of different situation. The objective reasons are the traditional orientation of knowledge and paper and pencil test evaluation.The subjective reasons are the less literacy and the negative tendency in practice of situation-creating in class.Based on the purpose of providing improved methods for teachers to optimize the creation of classroom teaching situations under the perspective of this theory, this study proposes the following recommendations for improvement mainly from teaches. Firstly,teachers should form the overall understanding of situation-creating,pay close attention to an individual and the practical significance on situation-creating in class from value orientation. Secondly, promote professional theoretical accomplishment related to dispose the development of the individual correctly,improve professional knowledge related to handle curriculum practical requirements rightly and improve their professional practice quality related to meet the requirements of the present society on the requirements interrelated.Thirdly, Combine different types of classroom teaching situation to overcome the negative reinforcement on the basis of discriminating different forms of classroom teaching situation.In the end,with the help of reflection to bring composite force of situation-creating in class into play.