Research on the Current Situation and Reform Path of Teaching Paradigm for Primary and Secondary School Teachers
Paradigm is the underlying logic of scientific development.Only by promoting teaching reform at the paradigm level can we truly change the classroom form.Only by promoting the transformation of teaching paradigm from"input oriented"to"output oriented"can we solve the reform problem of China's basic education being unable to break through the shackles of"creative thinking cultivation".In order to understand the current situation of teaching paradigms among teachers nationwide and provide scientific basis for further deepening teaching reform,a questionnaire survey and quasi experimental method were used to investigate the teaching paradigms of 33683 teachers and the promotion of teaching reform in nearly 20 primary and secondary schools nationwide.The research results indicate that the teaching paradigm of teachers in China is at a moderate input level and there is no significant difference among regions;teachers who follow different teaching paradigms have the most significant differences in the implementation of teaching activities;the artificial paradigm is a key factor in driving the transformation of teacher teaching paradigms;evaluation orientation is a key influencing factor for the enthusiasm of participating in teaching reform.Therefore,the study proposes suggestions such as promoting the transformation of teaching paradigms as an important lever for basic education reform,using teaching practice behavior as the judgment basis for teacher teaching paradigms,using teaching reform projects as an important path to promote the transformation of teacher teaching paradigms,and using evaluation oriented transformation to motivate teachers to actively participate in teaching reforms.
NETL
NSTL
万方数据
