Research On The Instructional Thinking Of Basic Education Teachers And Its Formation

For a long time,scholars at home and abroad have focused on the formation and cultivation of excellent thinking qualities in the process of student learning,such as reflective thinking and innovative thinking.Particular attention is paid to how to promote the formation of students'corresponding thinking qualities in the teaching process,also known as thinking teaching.While the students' academic quality and key abilities are valued,the research on the quality of thinking that teachers should possess is relatively marginalized.How teachers view curriculum and teaching activities is directly related to the effectiveness and depth of teaching.As a transformation intermediary between teaching theory and teaching practice,instructional thinking is also a bridge for teachers'teaching thoughts to transform into the actual teaching process.Through literature analysis,this paper understands the connotation of instructional thinking from two aspects,how teachers view teaching and how knowledge can be taught in two aspects,namely,teachers'perception of teaching and how teacher teachs.From a theoretical perspective,the teacher's view on teaching is the concept of teaching;from the practical point of view,the idea of how teachers conduct teaching is the teaching methodology system,which is the overall conception of teaching activities from the theory.Therefore,defining instructional thinking as a rational cognition and thinking of teachers in teaching process and its constituent elements is a guiding thinking system.Instructional thinking is a special kind of educational thinking,which contains teachers'unique teaching cognition.In terms of its nature,instructional thinking is divided into positive thinking and negative instructional thinking.Positive instructional thinking encourages teachers to reflect on their teaching activities,pay attention to the relevance of teaching activities organization,which helps teachers reach the depth of teaching and the sense of teaching meaning.Negative instructional thinking will hinder the teacher's objective understanding of the teaching activities and their essence,which will play a barrier to the formation of teachers'excellent thinking methods and teaching concepts.This paper focuses on the positive instructional thinking of teachers,the excellent instructional thinking in general,explores the connotation,structure,constituent elements and formation stages of instructional thinking,and then analyzes the internal and external supporting strategies needed for the formation of excellent instructional thinking.Therefore,this paper hopes to explore the reference significance of the positive instructional thinking of excellent teachers to the formation process of general teachers'instructional thinking through interviews.The formation process of teachers'positive instructional thinking is usually not done overnight,but gradually develops in the teachers',teaching process,and is constantly in the process of revision and improvement.Therefore,this paper adopts the combination of interview method and case study method,trying to select senior teachers as sample objects to explore the formation stage of positive instructional thinking.Through many interviews and case studies,it is found that the formation process of teachers'positive teaching thinking will go through the following four stages:self-exploration stage,external supporting stage,internalization absorption stage and mature thinking stage.On this basis,combined with the influencing factors of the positive thinking of teachers in the interview data,the supportive strategies formed by the positive instructional thinking are explored from the internal and external dimensions.Internally,teachers are required to establish a dynamic and developing view of knowledge,establish a sense of subject and resource,and a gradual normalization of teaching reflection.From the perspective of external support strategies,it is required to pay attention to the support of teachers in the positive teaching thinking formation at the level of teaching and research group,school level and regional teacher training.