A Research On The Reconstruction Of Teachers’ Pedagogical Habitus In The Smart Classroom Of Primary And Secondary Schools

In order to respond to the pursuit of smart education in the smart era and the strong demand for personalized and creative education from today’s primary and secondary school students,the development of smart classroom supported by information technology has become an inevitable trend.The smart classroom can meet the individual differences of learners and realize the personalized service of education,which is a profound classroom revolution.All teaching reforms will eventually be implemented to the transformation of teachers’ teaching behavior pattern,which does not only refer to the teaching behavior itself,but also to a tendency of teaching behavior that is solidified in teachers’ body and mind,i.e."pedagogical habitus".The pedagogical habitus formed by teachers in the traditional classroom are directly transplanted to the smart classroom,making the new classroom a "teacher-talking and student-listening" smart classroom,which is contrary to the embodiment of students’ main status emphasized in the smart classroom.The conflict between the new field and the old pedagogical habitus has become an objective fact,therefore,teachers need to deconstruct their old pedagogical habitus and form pedagogical habitus that match with the smart classroom,i.e.,the reconstruction of teachers’ pedagogical habitus.This research takes the reconstruction of teachers’ pedagogical habitus in the smart classrooms of primary and secondary schools as the starting point,and analyzes the internal components,external expressions,and values of pedagogical habitus based on the "field-habitus" theory,constructivist teaching theory,and schema theory.And the research forms a system for the reconstruction of pedagogical habitus in the smart classroom by focusing on the basis,content,conditions,process and results of reconstruction of pedagogical habitus.In the process of interpreting the pedagogical habitus,the research combines case study,comparative study,and interview methods to depict and explain the gap between the actual and contingent representations of teachers’ pedagogical habitus in the smart classroom of primary and secondary schools,and then proposes suggestions for realizing the reconstruction of pedagogical habitus.The research follows the research line of "connotation analysis-contingent representation-reality review-dilemma analysis-optimization suggestions" to present the relevant aspects of the reconstruction of teachers’ pedagogical habitus in the smart classroom of primary and secondary schools.Firstly,by elaborating the implications of teachers’ pedagogical habitus in the smart classroom of primary and secondary schools,the research concludes that teachers’ pedagogical habitus is a behavior pattern based on the interaction schema of teaching,and the most important interaction schema in teaching is the interaction between teachers and students,and teachers carry out teaching activities around the elements of teaching such as teaching environment,teaching objectives,teaching resources,teaching methods,and teaching evaluation,etc.Therefore,in this study,we focus on the teacher’s interaction with these five elements to depict the teacher’s pedagogical habitus.And once teachers have formed pedagogical habitus that match the smart classroom field,they can perform the teaching behaviors required by the field without deliberate analysis.Therefore,in order to demonstrate the nurturing value of the smart classroom,teachers must develop pedagogical habitus that match the smart classroom field.This research forms a system of reconstruction of teachers’ pedagogical habitus in five dimensions: basis,content,conditions,process,and results,so as to depict the contingent state of pedagogical habitus in the smart classroom.The basis is that students are the center of learning activities as emphasized by constructivist teaching theory,which is the underlying logic to be followed for the reconstruction of pedagogical habitus;the content is the behavioral standards of teachers who interact with the teaching environment,teaching objectives,teaching resources,teaching methods,and teaching evaluation elements with students as the main subjects;and the conditions are the factors that must be satisfied to ensure the reconstruction of pedagogical habitus.One is to ensure that teachers internalize a large number of teaching experiences to form the corresponding teaching interaction schema,and the other is to meet the corresponding external conditions to ensure the smooth acquisition of teaching experiences;and the process is the dynamic activity of the reconstruction of pedagogical habitus,and pedagogical habitus and the field of smart classroom are mutually constructive processes mediated by teachers’ smart classroom teaching practices;the result is that after the reconstruction of pedagogical habitus,teachers are expected to develop pedagogical habitus that match those of the smart classroom and actively demonstrate "student-centered" teaching behaviors in their practice.Secondly,by comparing the contingent manifestations of pedagogical habitus and examining the realistic patterns of teachers’ pedagogical habitus in the smart classroom of primary and secondary schools,this research found that: in the teaching environment field,the teaching goal and design field,the teaching resource field,the teaching style field and the teaching evaluation field,teachers exhibit "blackboard"-centered pedagogical habitus,experience-centered lesson preparation habitus,textbook-centered resource utilization habitus,lecture-centered interaction habitus,and knowledge-centered evaluation habitus.The teachers’ lack of knowledge about the smart classroom and their reliance on their previous teaching experience make their pedagogical habitus continue to be teacher-and textbook-centered.Based on the description of teachers’ contingent pedagogical habitus and the analysis of the gap between their contingent habitus and their actual habitus,this research concludes that the following dilemmas exist in the reconstruction of teachers’ pedagogical habitus in the smart classroom: firstly,teachers’ long-term internalized teaching experience and teaching philosophy make the transformation of pedagogical habitus lag behind;secondly,the unchanging teaching place and the inability of information technology to meet the needs of teaching activities naturally make the transformation of teachers’ pedagogical habitus insufficient.In addition,teachers are swayed by the teaching evaluation system because they are under the authority of the school,and the social field’s instrumental understanding of education makes the reconstruction of teachers’ pedagogical habitus lack external support.These factors together make it difficult for teachers to form appropriate pedagogical habitus.Combining the findings of the research,in order to better realize the reconstruction of teachers’ pedagogical habitus in the smart classroom of primary and secondary schools,this research puts forward some targeted suggestions: firstly,teachers should start from transforming their teaching thinking,reconstructing their experience system and cultivating their reflective ability to continuously clarify the existence of their old pedagogical habitus and deconstruct and reconstruct them,so as to enter the smart classroom field of primary and secondary schools smoothly;secondly,we should start from improving the information technology in the smart classroom and provide teacher training programs to promote teachers’ communication and enhance teachers’ information literacy,so as to optimize the physical field and provide a good place and opportunity for habitus transformation;finally,we should improve teaching management,improve the evaluation mechanism,and strengthen cultural construction to provide a harmonious environment to support the smooth realization of the reconstruction of pedagogical habitus.In order to realize the nurturing value of the smart classroom,teachers need to form pedagogical habitus that match the field of the smart classroom in primary and secondary schools Of course,this research has found this to be a long and arduous process,but only when teachers,schools,and educational researchers realize the importance of pedagogical habitus and provide teachers with appropriate support,teaching reform will be possible in practice time and again,and we cannot ignore them because of their strong lagging nature.We need to have expectations about the dynamism of pedagogical habitus and expectations about classroom reform with the information technology.