China's pedagogy is not the product of the simple addition of China's science and educational science, but a new qualitative and new theoretical system formed by the intersection, infiltration, mutual choice, integration and transformation of China's science, educational science and psychological science.
Chinese pedagogy has different names and connotations from Chinese pedagogy and Chinese teaching theory. In order to meet the requirements of students at different levels to learn Chinese education theory and meet the special research interests of students in normal universities, the course of Chinese education theory is divided into three levels:
The first level: Chinese teaching method-imparting the most basic knowledge of Chinese teaching, making students have a systematic and general understanding of Chinese education theory, and focusing on cultivating students' initial Chinese teaching ability.
The second level: Chinese teaching theory —— On the basis of mastering the basic theory of Chinese teaching, we conduct in-depth exploration and discussion on various theoretical problems in the process of Chinese teaching, so as to improve it theoretically, which not only meets the needs of improving the theoretical cultivation of Chinese teaching, but also meets the needs of developing Chinese teaching theory.
The third level: Chinese pedagogy-broadening, deepening and improving on the basis of the first two disciplines is a theoretical system for all-round research on Chinese education.
Basic characteristics of China's pedagogy
Compared with Chinese teaching methods and theories, Chinese pedagogy has the following basic characteristics:
1. A wide range of research fields
In recent years, the content of Chinese education courses in many normal universities has been expanded, such as:
The psychology of students of different ages learning Chinese;
Create a good Chinese learning environment;
Moral education, aesthetic education and emotional education in Chinese teaching;
Developing students intelligence in Chinese teaching;
Obedience and oral English teaching in Chinese teaching;
Cultivation of self-study ability;
Chinese learning interest, habit cultivation, and so on.
With the continuous expansion of teaching content, the "Chinese teaching method", a kind of "peasant clothing", can no longer meet the needs of the "body" after growing up, so Chinese pedagogy came into being. Chinese pedagogy is a subject that studies Chinese education in all directions.
2. High theoretical level
"Chinese teaching method" is an applied education theory subject, but due to various conditions, it can't get rid of the empirical content of "saying things" and lacks theory. Moreover, because the undergraduates in normal universities have no teaching practice and lack perceptual knowledge of Chinese teaching method, Chinese Teaching Method has the responsibility to build a bridge to teaching practice for them, so it is impossible and unnecessary to have a high theoretical level.
The study of Chinese pedagogy examines Chinese teaching from a new height, and its theory is more unified and generalized. It absorbs the beneficial parts of modern educational theory, psychological science theory and method, and educational technology theory, and continuously permeates and integrates them, thus enriching the theory of Chinese education and improving the theoretical level. It not only tells people why to teach Chinese (purpose), what language to teach (content) and how to teach Chinese (ways, principles and methods), but also points out why to teach Chinese in this way (principles), so that people can "know why" while "knowing what it is". That is to say, we should not only explain a series of problems such as the purpose, content, process, principles and methods of Chinese education in theory, but also demonstrate these problems in theory to prove its scientific and practical value. Only scientifically verified theories can play their role in guiding practice.
3. New research methods
From ancient times to the present, China's Chinese teaching theory is basically the expression of Chinese experience, which is the crystallization of experience precipitated from rich teaching practice. For example, Confucius said: "Learning without thinking is useless, thinking without learning is lazy", and Zhu said: "Reading without knowing is thinking, and thinking without knowing is reading" (Zhu Lun Juan). These are well-known reading theories, but they all belong to experience. Even in the works of contemporary Chinese teaching methods, there are many words describing experience, or taken from one person's words, such as six-step reading method, eight-step reading method and ten-step reading method. Or it is taken from many people's opinions and summarized into a topic with certain theoretical significance, such as the step-by-step intensive reading teaching method. Although this research method of "bee picking honey" has its simple advantages, whether it is six steps, several steps or ten steps, it is branded with the designer's personal experience. Among them, which one can be a teaching principle that conforms to the psychological characteristics of ordinary students and has universal guiding significance must be scientifically tested and demonstrated, otherwise it is difficult to determine its scientific significance.
Modern scientific theory must be based on scientific experiments. To establish and perfect the theoretical system of China's pedagogy, we must carry out a revolution in research methods, that is, everything starts with investigation and everything goes through experiments. The deeper the research and the wider the experiment, the more universal it will be. Otherwise, sticking to the rules or labeling certain practices will not help.
In addition to the above characteristics, we also attach importance to integrating theory with practice.
It is naturally an important goal for learners to acquire theoretical knowledge of Chinese education. However, a qualified Chinese teacher needs not only theoretical knowledge, but also the ability to apply this knowledge to educational practice, which is even more important.
Chinese teachers trained in normal universities should be people with broad horizons and high theoretical level, and it is not advisable to cultivate only simple teaching skills in the way of "quick success and instant benefit". Here, we can borrow a sentence from Wang Yun, an educator in Qing Dynasty: "People are not pigs and dogs" ("The Law on Teaching Children"), and education should be reasonable, not to mention training teachers to educate people. However, people with higher theoretical level may not be able to apply these theories to practice and improve their practical teaching ability. Chinese pedagogy should not cultivate "theoreticians" whose theory is divorced from reality and "arrogant people whose eyes are high and their eyes are low", but should cultivate excellent Chinese teachers who have a solid theoretical foundation and can flexibly apply these theoretical knowledge to Chinese education practice.
The research object of China's pedagogy
The research object of Chinese pedagogy is the whole Chinese education. Education is rich in content.
First, the concepts of education and teaching are different. Teaching in a narrow sense is an important part and basic way of education, which focuses on imparting and learning knowledge and skills, and its various influences on students are combined with imparting knowledge and skills. Chinese teaching is induced by teachers' inspiration, so that students can acquire certain Chinese knowledge and skills, thus improving their Chinese ability, developing their intelligence and good moral character. Education is much broader and richer than teaching. With the goal of educating people in an all-round way, we should pay attention to the all-round development of morality, intelligence, physique, beauty and labor. The focus of Chinese pedagogy research is the relationship between Chinese education and people's all-round development, and how Chinese education can play an active role in improving people's ideological and moral literacy, scientific and cultural literacy, physical and mental quality and labor skills. Learning from teachers is not limited to whether their Chinese knowledge is profound or not and whether their Chinese training is appropriate; Studying students is not only to understand their Chinese foundation and ability to accept Chinese knowledge and skills, but also to study the ideological consciousness and psychological quality of teachers and students. Learning Chinese textbooks depends not only on whether the Chinese knowledge system and ability training system are scientific, but also on whether it is conducive to establishing students' correct political views and promoting the all-round development of morality, intelligence, physique, beauty and labor.
Second, there are many ways of Chinese education, not only in the classroom, but also after class; Not only teaching, but also environmental influence; Not only books, but also movies, TV, books and newspapers. It is often said that "osmosis" is the characteristic of Chinese education, which shows that people have long realized that in addition to imparting Chinese knowledge and training Chinese skills, non-intellectual education factors such as thought, morality, aesthetics and emotion occupy an important position in Chinese education, and "osmosis" is the main way of intellectual factor education. Starting from the goal of cultivating people in an all-round way, education in China breaks the boundaries of time and space.
Third, update the means and methods of Chinese education. Classroom education is the basic way to implement Chinese education, and its main content is to impart and learn basic Chinese knowledge and skills. Educational factors are combined with the teaching and learning of Chinese knowledge and skills. Traditional teaching methods, such as lecturing, reading aloud, retelling, questioning method, discussion, outline and drawing, still occupy the main position in classroom teaching. However, even these traditional teaching methods have changed and developed with the development of the times and the creative use of teachers. For example, teaching methods can not only be explained, but also described, demonstrated, guided and evaluated according to different needs. Many teachers' work can be replaced by modern teaching methods or other methods. For example, the demonstration reading on tape, the illustration of slides, and the artistic reproduction of texts by video tapes have all increased the vividness and appeal of Chinese teaching. As for Chinese education in the big classrooms of society, schools and families, it is even more varied.
To sum up, the research object of Chinese pedagogy is the whole Chinese education, including not only knowledge and ability, but also thought, morality, aesthetics and emotion. From the perspective of education, there is Chinese classroom teaching. There are also organized Chinese activities after class, the education and influence of school, family and social environment; From the means and methods of education, it is not limited to teachers imparting knowledge and arranging training, but lively, flexible and eclectic. Chinese pedagogy provides theoretical guidance for comprehensively implementing the educational policy, promoting Chinese teaching reform and improving Chinese teaching efficiency.
Pedagogy in China is a developing applied theoretical discipline. A series of theoretical and practical skills are studied and expounded, including Chinese education system, the nature and tasks of Chinese subject, Chinese teaching syllabus, Chinese teaching principles and models, Chinese teaching methods, reading teaching, oral communication teaching, Chinese education and quality education, modernization of Chinese education in middle schools and microteaching and educational practice activities.
It absorbs the new ideas of Chinese education today, and makes Chinese pedagogy take on a brand-new look from the aspects of Chinese subject nature, Chinese education system, Chinese education modernization and Chinese quality education. This book pays more attention to practicality, provides examples for various styles of teaching, designs the content for the modernization of teaching methods, and provides important reference for the innovative development of Chinese education in middle schools.