The Study Of Cultivate The Teaching Foresight Ability Of Chinese Teacher

With the improvement of social living standard and the rapid development of science and technology,uncertainty exists in various fields.In order to improve the efficiency,scholars of all fields are beginning to forecast future trends to grasp the dynamics of events and cultivate the ability of foresight.Priority development of education is an important guarantee of social development in the future.Cultivating teachers’ ability of teaching foresight is the call of the times.Unfortunately,some Chinese teachers are restricted by traditional teaching concepts and exam oriented education.They only focus on knowledge imparting and ignore the situation that they do not foresee in teaching;some Chinese teachers are unable to respond and feedback to the problems in the teaching process in a timely manner due to the lack of teaching experience;some Chinese teachers do not know enough about learning and teaching,the teaching methods are monotonous,and they are not taught in accordance with their aptitude.The reason is that the Chinese teachers lack the ability of teaching foresight,fail to form the habit of teaching foresight,can not grasp the teaching dynamics in an all-round way and deal with teaching problems in a timely manner.It is undeniable that the excellent Chinese teachers are all quite proficient on fluency and feasibility of teaching processing,the pertinence and development of students’evaluation and the comprehensiveness and profundity of text interpretation.But they didn not realize their own teaching foresight and failed to regard teaching foresight as an excellent quality.Teaching foresight is an important quality of teachers’professional quality.Facing the situation that Chinese teachers ignore the teaching foresight and the teaching foresight ability is insufficient,it is urgent to study the Chinese teachers’ teaching foresight ability.This research which based on the theory and practice aspects and adopts research methods including literature method,investigation method,case analysis method and classroom observation method.On the one hand,due to the study of teaching foresight ability of Chinese teachers is largely blank.To define the connotation of teaching foresight ability of Chinese teachers.This study based on analysis the external concepts of foresee,forecast,foresight,predictive thinking,educational foresight,teaching foresight and teaching presupposition to discusses the core concept of "the predictive capacity of teaching" in detail and deeply and analyze the theoretical basis,characteristics and value of the teaching foresight ability.On the other hand,this study into practice through investigating 115 Chinese teachers from different schools and interviewing 12 Chinese teachers in primary and secondary schools.According to survey analysis and classroom observation records,this paper summarizes the basic performance and results of Chinese teachers’ anticipatory behavior in teaching,and makes an analysis of factors in order to determine the direction of training strategies.Based on the theoretical discussion and investigation analysis of teaching foresight ability of Chinese teachers,this paper puts forward strategies to improve the teaching predictive capacity of Chinese teachers from two aspects.On the theoretical level,grasp the basic requirement of teaching foresight from three ways perfecting the structure of knowledge of foresight,strengthening the consciousness of teaching foresight;mastering the method of teaching foresight,cultivating foresight thinking;improving teachers’ personal quality and cultivating teaching foresight.Secondly,on the practical level,combined with the whole course of the teaching of Chinese courses,it starts from three aspects before class,class and after class.preparation before class:learning situation prediction,target presupposition,problem prediction and environmental prediction;the practice in class includes the foresight of students’ dynamic development,the foresight of classroom evaluation feedback and the foresight of dealing with unexpected situations;reflection after class,including reflection on classroom teaching foresight,cooperation and exchange to strengthen classroom teaching foresight.Finally,the application of teaching foresight ability of Chinese teacher in practice is explained through case study,so as to enhance teachers’ attention to teaching foresight.Reflecting on the whole research process,this study still has shortcomings in theory and practice:first,the study of teaching foresight in foreign countries is abundant,while my ability and energy is limited,which may lead to some problems such as incomplete data collection and translation deviation.secondly,due to the long-term to nature the teaching predictive capacity,it is hard for author to keep track of the effectiveness of strategies.However,this paper is not only a starting point of the author’s research on teaching foresight,in the future education teaching post,teaching foresight will become the research direction,prompting education teaching foresight to get further research.However,this thesis will be the starting point of the author’s research on the teaching foresight ability,and will continue to take teaching foresight as the research direction in the future teaching posts,so that the educational and teaching foresight can be further studied.