The Way Of Self-explanation:Study On Teachers' Teaching Habitus Of The Open Class Under The Perspective Of Field Theory

As a product of China's native teaching practice,open class has been carrying the enthusiasm of educators to explore the reality of education based on their own country.Among them,"authenticity" and "normalization" have always been the focus topics of open class research——How to make teachers show reality and return to daily life in open class.However,when we constantly emphasize open classes should be real and normalized,we often neglect to ask: why open classes are difficult to be real and normalized;Why teachers will have different behavioral tendencies naturally from daily teaching in the open class environment;How should teachers understand this both unfamiliar and familiar teaching space,what's more their own reasons and strategies towards into action.Actually,open class with teaching practice containing Chinese native cultural genes and values has gradually become a social space composed of interwoven relationships among groups in different positions.In this independent social space,there are vague but attractive "interests",tacit rules and behavioral logic followed unconsciously.Therefore,the core research question of this study is determined as follows: under the perspective of Bourdieu's field theory,this paper explains and analyzes the reasons and manifestations about the particularity of teachers' teaching behaviors during the open class.The main attempts are to solve the following problems: 1.Describe the formation and characteristics of the open class field,and analyze the relationship structure and operation mode in the field;2.Explain how the teaching habitus of teachers in the open class field is generated;what kind of behavior is explicit,and how it affects the position and strategy of teachers in the field;3.Explore teachers' self-solution in the field of open class.Thesis writing is mainly divided into four parts.The first part,through the "examination of sociological perspective","explain behavior tools","to understand their own way" three aspects,proves that field theory is used to explain the open class has the rationality,necessity and sufficiency.Firstly,summarizing the differences between open class in system mode,teaching mode,activity organization form and daily teaching,this paper summarizes thecurrent research on open class from the perspective of sociology;Secondly,there are differences in the attitude and understanding of teachers' teaching behaviors in the academic circle and front-line teachers.This is due to the opposition between objectivism and subjectivism,which is overcome by Bourdieu's habitus concept;Finally,teachers are not always rational and self-aware in open class,but more confused and expecting,while field theory is conducive to teachers' more reasonable understanding of their own environment and behavior.The second part will be based on practical observation and theoretical interpretation of the public course field for a deep description.Firstly,this study will focus on the "2018quality class competition for young and middle-aged teachers in primary schools in Y district of chongqing" and the "National training program 'send education to the countryside'demonstration class in Y district" as the observation objects.Through "introduction before open class" and "public class 'theater' reproduction",the author observed and perceived the process of holding public class,even the physical field and interpersonal field in the open class field,so as to describe the most vivid picture of the environment and atmosphere in the open class field;And then,through Bourdieu's field theory,starting from uniqueness,stability and competitiveness,this paper interprets the operational logic,relationship structure and capital support of the field;Finally,based on the relationship structure of each level in the field,this paper expounds how the "field soul"--"expectation" of the open class field works.The third part,through the interview of the teachers who teach public courses and the observation of their teaching behaviors,the author analyzes the teachers' teaching habits from the perspective of collective and individual.On the one hand,the teaching habitus of open class is the mental and physical representation of teachers' perception,judgment and evaluation of teaching formed under the long-term historical accumulation in the field of open class.It is mainly manifested as "the way of lesson preparation based on 'grinding'","the presentation of class based on 'exhibition'" and "the purpose of lesson evaluation based on'harmony'".The behavioral tendency of teacher groups reflects the commonness,and makes teachers' habitus different from daily teaching naturally occur in the field,which is as natural as fish in water.On the other hand,open class teaching habitus is also the teacher's disposition that have different location and the experience,has the vitality of the individual.Therefore,through interviews with teachers with different experiences and positions,the researchers summarized their temperament,knowledge and opportunities in open class teaching,presenting the self-explanation and self-understanding of individual teachers in open class teaching and reflecting their past,present and future in open class environment.The last part,through the field,capital,and habitus three angles respectively discusses that how to achieve their own understanding,in order to break identity confusion and behavior contradictions.From the perspective of open class field,teachers should understand the necessity of field existence and make clear their own position in this field,use rules and formulate strategies reasonably to maintain or change their position;From the perspective of open class capital,teachers should effectively integrate their own cultural capital,experience capital and auxiliary social capital and symbolic capital,so as to have a higher voice in the open class field;From the perspective of the habitus of open class teaching,on the one hand,the habitus of open class teaching and the field of open class depend on each other,and the existence of the habitus makes the field full of meaning;on the other hand,teachers should also change their perception of the field and reflect on their own behaviors to overcome and deconstruct the habituation of the teaching habitus that is not suitable for the open class field.