"Discontinuous Education Form" Classroom Teaching Coping Strategy Research

In classroom teaching,teaching is usually carried out in a planned and continuous manner according to the teacher 's preset.However,due to the continuous change and interaction of multiple teaching elements such as teachers,students,and the environment,the continuity of teaching will be turned or interrupted,and In the process of this dynamic change,some sudden and sporadic teaching events will naturally occur.According to Bollnow 's view of discontinuous forms of education,in the course of education,various sudden and discontinuous events will inevitably and suddenly occur,these events are not external "interference",It is a way of education.Its existence is of great value to the improvement of human development.Based on this,this study focuses on such teaching events in classroom teaching,and applies the discontinuity education form discussed by Bollnow to the "discontinuity education form" in classroom teaching.That is,although the "discontinuous form of education" occurs accidentally in classroom teaching,it must exist,and there are important teaching values.By recognizing these events,you can more deeply understand the relationship between teaching and learning in the teaching field,teachers and students Relationship,it can also bring out its value through effective coping strategies.This research is based on existential education theory,discontinuous education theory,and generative teaching theory,with document method,interview method,observation method,and case analysis method as the main research methods.First,it theoretically analyzes the connotation,characteristics,and content of the "discontinuous education form" proposed by Bollnow,and on this basis,specifically explains the manifestation form and classroom of the "discontinuous education form" in classroom teaching value.Then,through interviews with teachers and cases obtained from teaching observations,the situation and problems of teachers' response to the "discontinuous form of education" in classroom teaching are described in practice,and their reasons are analyzed to construct corresponding response strategies.,Including the theoretical basis and generating mechanism of the strategy,and then explore the excellent teaching cases of special teachers to verify the feasibility of the strategy,and finally,from the teacher,student,and school level,the classroom teaching strategies to guarantee the "discontinuous education form" The implementation of the proposal.To sum up,the main text starts from six parts:Part One: Explain Bollnow's "discontinuous form of education".Due to the impact of some sudden factors and the common effect of these factors and the contradiction between man and man,man appears to develop discontinuously,resulting in the development of life "Discontinuity of education" based on discontinuity.It includes sudden crises,encounters,setbacks,etc.These categories are not only the causes and factors of discontinuity in education,but also the specific content of "discontinuous forms of education.Therefore,the "discontinuous form of education" has a series of characteristics that happen by chance,but inevitably exist,and have the necessary value for people to make a transition,insight,and sublimation.Part ?: The "discontinuous education form" proposed by Bollnow is a positive and positive perspective on incidents in life "Refers to an event that interrupts and turns continuous classroom teaching.Teachers,students,and the teaching environment are often the influencing factors of the" discontinuous education form "in classroom teaching,so that the" discontinuous education form "in classroom teaching There are three main forms of expression: generation and presuppositional anisotropy,conflicting values,and teaching environment induction.The "discontinuous form of education" itself is the unity of chance and inevitability.Its occurrence makes the classroom teaching also show the unity of continuity and discontinuity."Discontinuous forms of education" are generated in teachers and students' rich and complex classroom practice activities.Although there is uncertainty and there seems to be a potential crisis,through active response,the two main subjects of classroom teaching-teachers and Students-all contain valuable teaching value.For the professional development of teachers,update professional knowledge of teachers,enhance teachers 'teaching wit,and enhance teachers' ability to reflect on teaching.For the development of students,with the occurrence and development of classroom teaching "discontinuous education",students' knowledge,skills,morals,and emotions can be improved in the interaction with these incidental incidents of classroom teaching.It has important value for the overall development of students' morality and beauty.Part ?: Through interviews and classroom observations,we investigated teachers' understanding of the "discontinuous education form" and the coping styles of the "discontinuous education form" induced by teachers,students,and the teaching environment.The following problems were found : The problem of cognition,passively avoid it,and excessively worry about its destructive effect on the planned and continuous teaching;the problem of coping is relatively simple,often indifferent or blindly blindly controlled,Contain,and think that this kind of "one-off" teaching incident is not worth reflecting on.The main reason for these problems is that the authority of the teacher to control the teaching suppresses the student's subjective status,blindly attaches importance to their "teaching" and ignores the students' "Study",so that the generation and openness of classroom communication is insufficient.Part ?: According to the positive perspective of discontinuous education theory in discontinuous education theory,the teaching advocated in generative teaching theory is a dynamic development process,and classroom teaching itself is the existence of various events and undercurrent surge,The generation mechanism of coping strategies for classroom teaching is put forward,because teachers can be sensitive enough to events such as "discontinuous educational forms" in the classroom,understand them in time,and act and reflect immediately.The implementation of specific coping strategies is shown before they occur: adopting pre-determined coping strategies,that is,setting flexible teaching goals,multi-dimensional teaching content,and flexible teaching methods.During the occurrence,corresponding response strategies were proposed for different types,including strengthening teachers' awareness of the incident,respecting the incident,grasping the "key points" in the incident,and building a "you-me" teacher-student relationship with students.It uses both "admonishment and appeal" for external motivation and "insight" for internal awakening.Finally,after it happens,teachers can deliberately and comprehensively reflect.Part ?: Analyze the application of the above coping strategies in classroom teaching by using the teaching case of the super teacher,and test its true feasibility.Part VI: In order to ensure the concrete realization of the coping strategies,a good teaching environment and educational atmosphere are the guarantee conditions.Teachers should deal with the complexity and generative thinking of the "discontinuous educational form" of classroom teaching.Full participation in the classroom and the formation of benign interactions with teachers are the basis for the development of coping strategies.