A Study On The Value Orientation Of Primary School Chinese Teachers' Classroom Teaching

The fundamental task of moral education and the educational mission of teaching and educating people require teachers not only to carry out knowledge teaching,but also to carry out value education,and to transmit positive value orientation to students in daily teaching.Then,what value orientation does the teacher convey through his words and deeds in the real classroom teaching?Are these values positive?Is it conducive to the healthy growth of students?How to help teachers correct unreasonable value orientation?These issues are worth exploring,but there is a lack of related research at home and abroad.Therefore,this article starts from the influence of teachers 'value orientation on students' growth,and uses field research methods to study Chinese teachers in two primary schools in Xi'an as the research object to explore the real situation and rationality of value orientation transmitted by teachers in classroom instruction,designed to help teachers continually reflect and optimize their value orientation.Firstly,through the review of relevant domestic and foreign research literature,the existing problems in teachers' value orientation are found,so as to determine the research problems and research ideas of this paper.Secondly,conduct field study on primary Chinese teacher's value orientation in classroom instruction.To study the value orientation of teachers through speech and behavior in the actual state of primary Chinese classroom,that is,to collect first-hand information about teachers' value orientation in classroom instruction through field methods such as participatory observation and in-depth interview.Furthermore,Nvivoll software is used to encode and analyze relevant research data to extract the types of value orientation actually conveyed by primary Chinese teachers in classroom instruction,and the rationality of the value orientation is reflected according to the three standards of "whether it is conducive to the growth of primary school students into people with all around development of moral,intellectual,physical,aesthetics and labor,whether it is conducive to the cultivation of primary school students' ability to pursue a happy life and whether it is conducive to the healthy growth of primary school students' body and mind".Finally,according to the existing problems of primary Chinese teachers' value orientation in classroom instruction,optimization suggestions are proposed.Through field research,this article draws the following conclusions:First,primary Chinese teachers mainly convey six types of value orientation in realistic classroom teaching:Value-orientation in Instruction,Value-orientation in learning,Self-oriented value orientation,Value Orientation to the Other,Country-oriented values,Value Orientation towards Nature.Second,primary Chinese teachers' teaching value orientation mainly involves four aspects:Why teach,what to teach,how to teach and classroom management.In terms of why to teach,it tends to "teach for exams",which deviates from the educational purpose.In terms of what to teach,it focuses on academic rationalism and supplements it with cognitive process orientation,that is,knowledge and skills are preferred.Academic rationalism,which emphasizes subject knowledge and skills,sees the positive effect of knowledge and skills on student development,and has certain rationality.However,the teaching orientation of academic rationalism regards knowledge and skills as the whole and the only part of teaching and ignores the development of students' emotional attitude and values.It is emphasized that the cognitive process orientation of teaching learning method conforms to the requirements of lifelong education and has positive practical significance.In terms of how to teach,the main manifestation is that teaching links students' lives and existing knowledge and experience.Teaching connected life embodies the educational concept of "return to the world of life",which is worthy of our promotion and practice.Teaching should link students' existing experience and knowledge,which is put forward according to the cognitive learning theory,has its rationality,is a positive teaching value orientation.In terms of classroom management,teachers hold a control orientation,which is an alienated and negative classroom management orientation and must be corrected.Third,primary Chinese teachers' learning value orientation mainly includes two aspects:"learning for examination" and "learning to learn".Learning for examination is a kind of instrumental learning orientation,which takes learning as a means to serve the external purpose and loses the true meaning of learning.And learning to learn is not only a learning orientation that everyone living in the 21st century should have,but also a basic ability that everyone must have.Fourth,the value orientation that primary Chinese teachers convey to themselves,others,the country,and nature is exactly what the Chinese are pursuing to "deal with people and things",and can guide students to do better in people and things.The self-oriented value orientation includes:People's inherent qualities,dare to question,happiness,cherish life and cherish time.Value Orientation to the Other include:Honest and friendly,serious and responsible,unity and cooperation,civilized and polite,respect others,good at discussion,positive view of making friends,gratitude,and compliance.Country-oriented value is only rational patriotism and cultural self-confidence.The value orientation towards nature only involves protecting the environment and cherishing resources.These values are positive and are expected and advocated by the country and society.However,in the classroom instruction,the value orientation of the country and nature transmitted by primary Chinese teachers is very small,and also lack value orientation towards the world.In order to further improve and optimize the value orientation of primary Chinese teachers,Firstly,schools need to cooperate through the implementation of value education activities and the construction of value content systems.Last but not least,primary Chinese teachers are required to teach for the sake of children's happy life,to manage the classroom based on the healthy growth of primary students,to carry out value reflection and to face up to the mission of "teaching and educating".