Chapter One Introduction
This chapter is the introduction, which mainly introduces the practical and theoretical background, the purpose and Significance, the contents and structure of the study.
1.1 Background of the Study
For centuries Education has been teacher-centered: the educationists in conformity with tradition emphasize transferring knowledge and skills from teachers to learners only in unidirectional way. As early as ancient Greek and Chinese societies, the mode of education was basically the same, i.e. disciples used to gather around maestros to listen to their words in order to learn earthly and spiritual affairs. The scene was not changed much until the twentieth century, when education philosophers, psychologists, researchers, planners, managers and practitioners started to realize that too much teacher-dependence robs students of their creative and critical capacities. Therefore, a “learning-centered approach” has been advocated in education during the last few decades(Zophy, J. W. 1982): learner-centered teaching (Bilimoria, D. & Wheeler, J. V. 1995) represents a paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach. It corresponds in China to the newest curriculum reform since 2017, which means on the basis of a constructivist theory of learning whereby each individual constructs their own understanding based on their prior knowledge and current learning experiences(Kember, 1997), students should take a primarily active role during the learning procedure with the guidance of teachers in order to cultivate their lifelong learning autonomy and problem-solving independence. In this way, with the recognition of differences of each individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs)( McCombs, B. L. & Whisler, J. S. 1997), the teacher should be rather a facilitator of interactive learning with minimum intervention than an engaged lecture-based knowledge messenger.( Pedersen, S., & Liu, M.2017) Therefore, the launching of Middle School Teacher Professional Standards by Chinese Ministry of Education in 2017 shapes foundation educators, against this significant transition in teaching/learning practices, on their competences and skills especially the instructional designs (ID) ability.
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1.2 Purpose and Significance of the Study
With the advancement of new curriculum reform in China, teaching practice and teaching theory were deepened, wide discussion was undergoing with respect to what is teaching, what is teaching for, how to improve the quali，英语论文，英语论文题目 |
