Understanding and Practice,Large Units Teaching from the Teacher's Perspective:Analysis of Grounded Theory Based on 15 Primary School Teachers
The proposition of the era of integrating core literacy and teaching practice has given teachers a new mission:to promote the reform of large-unit teaching based on curriculum standards.The study adopts the paradigm of programmed grounded theory to obtain the"personal theory"of 15 elementary school teachers in Z city,Fujian Province,through interviews and observations,explor-ing the framework of the structural dimensions of large-unit teaching in the practitioners'perspective.Based on the causal coding paradigm model,we constructed a theoretical model of the three-level transformation of large-unit teaching,and outlined the basic pattern of the transformation of large-u-nit teaching practice.It is found that in the face of the reform of large-unit teaching,the teachers'willingness to implement it is low,and there exist such signs as vague ontological cognition,disorga-nized teaching contents,formal classroom teaching,and old forms of teaching seminars.The basic path to optimize the implementation of large-unit teaching is to reverse the solidified concepts and stimulate teachers'enthusiasm for large-unit teaching reform;to provide action support and lift the practical constraints on the implementation of large-unit teaching;and to establish basic norms and improve the large-unit teaching seminar system.
large units teachingunderstandingpracticepractice transformationgrounded theory
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