Kan Wei Beijing Normal University
Abstract:The research employs the case study methodology.It focuses on one Chinese literature teacher based on the observation,interview and document reading,and intends to understand what factors impacted his conception of teaching in the background of curriculum reform in mainland China.
The study examines the features of conception of teaching and what factors impact on it,and particularly,after he graduated from the Normal University,his concept of teaching put emphasis on the learning process,positive learning attitudes and active participants in the classroom.
However,some factors impact on his conception of teaching.With the implementation of master and apprentice system,his master's idea deeply influence this teacher's conception of teaching and the pressure of school evaluation system and parents high expectation also impact on his performance in classroom.
Key words:conception of teaching,case study,school field,reflectivity
1 Introduction:
The concept of teaching is always embodied those teachers who entering into the classroom,making their lesson plans and interaction in the classroom.As Larsson (Larsson,1982) argues,the basic views on the teaching and process ultimately impact on the implementation and access its success.
According to the literature review on the concept of teaching,it is summarized by the various classifications.Typically,Kember (1997) finds five substantively different conceptions of teaching in education,while there maybe a great many variations in personal style.For instance,imparting information,transmitting structured knowledge,student-teacher interaction,facilitating understanding,and conceptual change/intellectual development.He then reduced these categories to a three level model based on teacher orientation.These were “teacher centred/content oriented”and “student centred/learning-oriented”with an intermediate category which he described as“student teacher interaction/apprenticeship”.