Teacher Guidance Or Students’ Self-construction First?

There are two contrasting classes in the teaching field—one emphasizes on teacher guidance and the other emphasizes on students’ self-construction.The teacher’s view of a good lesson is certainly influenced by his personal characteristics,but there are also factors of group characteristics.Starting from the group perspective,this research mainly draws the following conclusions:Two different views on good lessons,the former emphasizes the importance of teachers’ guidance in teaching.Completing teaching goals is a prerequisite for a good lesson;teachers should create situations that fit students’ lives based on their learning conditions;teachers should provide students with "scaffoldings" to let them experience "doing" learning in tasks;teachers should be good at giving guidance patiently and systematically in their interaction with students,and ask questions to promote students’ thinking.The latter emphasizes that teaching should reflect students’ dominant position.A good lesson doesn’t necessarily have to complete teaching goals;teachers’ attention to students’ learning conditions should be comprehensive,sufficient and dynamic,so as to better understand the construction of students’ personalized meaning;students’ active participation is a necessary condition for a good lesson,and this kind of participation is a combination of "body movement" and "heart movement";student-student interaction plays an important role in students’ self-construction.Construction is not equivalent to inquiry,and students’ discussion and cooperative inquiry should be viewed rationally based on reality.A good lesson view that emphasizes teacher guidance is more of the preference of teachers with normal background.The learning atmosphere of normal education subtly infects teachers with normal background.Famous teachers’ thoughts and excellent lessons influence them to place teacher guidance in the first place in the evaluation of good lessons;the experience of teaching competitions makes them realize that teachers’ guidance can make students’ learning more effective with half the effort;theoretical learning lays the initial foundation for teachers with normal background;practical learning has the greatest impacts on teachers with normal background,and it is the starting point for the formation of a systematic and concrete view of good lessons of teachers with normal background.Instructors’ guidance and personal teaching experience made them realize that teachers should actively care for the growth of students.A good lesson view that emphasizes student’self-construction mainly exists in non-normal background teachers’ group.Courses in specialty of non-normal education quietly shape their ideas and concepts with subject’s characteristics.The subject characteristics of the literature and history majors is "freedom"."Independence" is the discipline spirit of science and engineering majors,which makes non-normal background teachers emphasize students’ independent thinking;the past student experiences of non-normal background teachers affect their understanding and organization of the classroom and teaching,making them emphasize students’ self-construction and the individual development of students.Teachers’ good lesson views seem to be influenced by teachers’ individual factors,which are individualized viewpoints.In fact,they are also influenced by the factor of whether they have normal education background,so they have the characteristics of group.Group characteristics are hidden behind individualities of teachers’ good lesson views.The above research findings give us the following enlightenment:the knowledge imparting method of "teaching" theory in normal education needs to be adjusted;some advantages of non-normal education are also worth learning and drawing lessons from in normal education.