KanWeiBeijingNormalUniversity
Abstract:,interviewanddocumentreading,andintendstounderstandwhatfactorsimpactedhisconceptionofteachinginthebackgroundofcurriculumreforminmainlandChina.
Thestudyexaminesthefeaturesofconceptionofteachingandwhatfactorsimpactonit,andparticularly,afterhegraduatedfromtheNormalUniversity,hisconceptofteachingputemphasisonthelearningprocess,positivelearningattitudesandactiveparticipantsintheclassroom.
However,,hismaster'sideadeeplyinfluencethisteacher'sconceptionofteachingandthepressureofschoolevaluationsystemandparentshighexpectationalsoimpactonhisperformanceinclassroom.
Keywords:conceptionofteaching,casestudy,schoolfield,reflectivity
1Introduction:
Theconceptofteachingisalwaysembodiedthoseteacherswhoenteringintotheclassroom, (Larsson,1982) argues,thebasicviewsontheteachingandprocessultimatelyimpactontheimplementationandaccessitssuccess.
Accordingtotheliteraturereviewontheconceptofteaching,,Kember (1997) findsfivesubstantivelydifferentconceptionsofteachingineducation,,impartinginformation,transmittingstructuredknowledge,student-teacherinteraction,facilitatingunderstanding,andconceptualchange/ “teachercentred/contentoriented”and “studentcentred/learning-oriented”withanintermediatecategorywhichhedescribedas“studentteacherinteraction/apprenticeship”.
