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Understanding and Analysis of the Concept of Interest in Dewey's Philosophy of Education Paper 1 In view of the problems existing in the current employment guidance courses in colleges and universities, and drawing lessons from the pragmatic education thought represented by American educator john dewey, it is clear that employment guidance education is a comprehensive, systematic and continuous education process, which should run through university education and be guided throughout. Clarify the course objectives and arrange the course time reasonably; Change the traditional single teaching mode and advocate "learning by doing"; Improve the pertinence and effectiveness of employment guidance.
Keywords university; Employment guidance courses; Dewey; Pragmatism; Educational enlightenment
Pragmatism, born in the United States at the end of19th century, is a native American philosophy. With the continuous development of learning theory and the enrichment of practice, pragmatism has been gradually applied to all aspects of educational reform in the United States and other western countries. Pragmatic educational thought pays attention to the relationship between education and society. On the one hand, it highlights the position of experience in education, on the other hand, it regards education as a tool to transform society and emphasizes the social function of education. Among them, Dewey, an American educator, is the main representative, and his educational philosophy combines educational philosophy and technological philosophy. Pragmatic philosophy, functionalism psychology and democratic belief are the three theoretical and ideological pillars of Dewey's pragmatic educational thought. Dewey spent eight years experimenting with educational reform and established a complete set of pragmatic educational ideology. His educational thought marks an era and has a far-reaching influence in the history of education. On the other hand, there are too many stereotyped teaching methods in college employment guidance courses, which limits students' subjective initiative to some extent. This paper attempts to bring new enlightenment to the construction of employment guidance courses in colleges and universities by analyzing Dewey's pragmatic education thought, which is helpful to improve the effectiveness and pertinence of employment guidance.
First of all, an overview of Dewey's pragmatic education thought.
Empiricism is the core of Dewey's pragmatic educational philosophy. Dewey attaches great importance to students' personal experience and emphasizes the organic connection between education and personal experience. He believes that education is the constant transformation of experience. All real education comes from experience, but experience and education are not the same. Experience has certain continuity, so we should pay attention to the form and direction of experience. The responsibility of educators is to identify the trend of an experience, know how to use the existing natural and social environment, and absorb everything that helps to form valuable experience.
What is education? Dewey pointed out that education is life. He believes that "traditional education" is far away from life, imparting outdated knowledge of death, teachers follow the book and students memorize it. He put forward the ideal of replacing "traditional education" with "progressive education". Its main content is to express and cultivate personality, advocate learning from experience, advocate learning various skills to meet direct needs, adapt education to actual needs, and familiarize students with the ever-changing world. Dewey emphasized the harmony between education and real social life, attached importance to practical and useful scientific knowledge, and advocated harmonious teacher-student relationship and more vivid and effective teaching methods.
Dewey believes that the purpose of education lies in the educational process itself. The purpose and means of the educational process are the same. The purpose is the means, which is constantly transformed into the means and into a series of actions.
Dewey believes that the concept of school is social, scientific and democratic. School is a small society, education is a social process, and school is a special environment established by social members. Its purpose is to simplify and purify social experience and let children participate in society through training from immature members of society.
Under the guidance of the idea that education is the continuous transformation or reorganization of experience, Dewey put forward his own views on two different curriculum views. The first is the discipline-based curriculum view that pays attention to logical order. The second is the child-centered curriculum view that pays attention to psychological order. Dewey believes that the former only pays attention to the logical order of curriculum materials. "Each discipline represents many independent categories, and each category has its own completely independent arrangement principle." Fragmented knowledge dismembers children's experience of complete unity. The latter only attaches importance to the spontaneity of children's interests and abilities and excludes mental training. Dewey believes that these two courses observe the logical aspect of experience and the psychological aspect of experience. In fact, it is two different experiences. These two aspects are interdependent. By unifying children and curriculum, Dewey eliminated their binary opposition tendency.
Second, the status quo and problems of employment guidance courses in colleges and universities
The employment situation of college graduates directly reflects the quality and benefit of running a school, which is related to the survival and development of the school and affects the study and life of students. With the deepening of China's market economy, university education has gradually changed from elite education to mass education, and the employment service in colleges and universities has been paid more and more attention, and its status and significance are constantly improving. In recent years, the number of college graduates has increased sharply year by year. It is an indisputable fact that the employment situation is not optimistic, and it also puts forward a severe test for the employment service of colleges and universities. Under the new situation, colleges and universities gradually attach importance to employment service and constantly improve the employment service system, such as offering employment guidance courses and establishing school-enterprise cooperation. These measures have improved the employment situation of college graduates to some extent. However, due to various reasons such as inadequate employment guidance and misunderstanding of policies, there are still some problems to be solved urgently in employment guidance in colleges and universities. Specifically, it mainly includes the following aspects:
1. The goal of the career guidance course is unclear and the time schedule is unreasonable.
College graduates are very concerned about whether they can find a job smoothly and engage in a job that conforms to their own value orientation, which is not only related to the future life development of graduates, but also related to the development of a country. Therefore, the promotion of employment competitiveness and the cultivation of professional quality should be the core objectives of employment guidance courses. However, at present, there are many colleges and universities in China, and the curriculum of employment guidance is unreasonable. Some colleges and universities only offer employment guidance courses for graduates, while others offer them to freshmen and graduates. Generally speaking, the course lacks coherence and the objectives are unclear. The course content focuses on a single employment skill, ignoring the importance of career development education, thus ignoring the cultivation of students' personal professional quality during college.
2. The contents of vocational guidance courses are not targeted.
At present, the content of career guidance courses in colleges and universities is rather general. Many colleges and universities define career guidance as an ordinary course, treating students of all majors equally, ignoring students' majors and lacking professional pertinence. Moreover, most vocational guidance teachers only pay attention to career planning and ignore professional planning, while professional teachers only pay attention to professional planning and ignore career planning. Therefore, vocational guidance courses are divorced from career planning. If we only stick to the theoretical knowledge in the classroom, ignore the orientation and guidance of the major, and carry out targeted practical teaching, it will be difficult to mobilize the enthusiasm of students.
3. The teaching mode is single and the teaching effect is not good.
Vocational guidance course in colleges and universities is different from other professional cultural courses, and it is a practical course. However, at present, the teaching method of career guidance courses offered in some colleges and universities is mainly indoctrination classroom teaching mode. Teachers habitually follow the book and emphasize theoretical contents such as situation, policy and employment theory. The teaching method is single, lacking diversification, informationization and systematization, and students' participation in class is low, which makes students feel that the content of career guidance courses is vague and impractical, resulting in poor teaching effect. Thirdly, the enlightenment of pragmatic education thought to the employment guidance course in colleges and universities.
As one of the representatives of modern educational theory, pragmatic educational thought has been recognized and adopted by more and more people in today's teaching practice, which has promoted the development of teaching reform in depth. Dewey's pragmatic education thought is of great practical significance to the construction of employment guidance courses in colleges and universities. Due to the influence of traditional teaching ideas and teaching models, there are still many places to be improved in the career guidance course in colleges and universities to adapt to the ever-changing employment situation in colleges and universities. Dewey's pragmatic education thought has great enlightenment to improve the construction of employment guidance courses in colleges and universities in China, which can be summarized as follows:
1, define the course objectives and arrange the course time reasonably.
Based on Dewey's pragmatic education thought, this paper analyzes the training objectives of employment guidance courses in colleges and universities, one of which is to cater to the needs of society and train talents who meet the needs of society.
First of all, the goal of employment guidance should be not only the guidance of employment skills, but also the guidance of cultivating students' comprehensive professional quality. This requires that vocational guidance courses should not only teach students to collect employment information and master job-hunting methods and skills, but also organically integrate ideological education such as outlook on life, values, career choice and professional ethics education, and become an indispensable part.
Secondly, employment guidance education is a comprehensive, systematic and continuous educational process, which should run through the whole process of university education. The so-called whole-course guidance means that the course is not only for freshmen and graduates, but also includes career planning. From the first year of college, the employment guidance mode of college students' career planning guidance began, and different guidance was given for different grades. The career guidance course for freshmen should focus on guiding students to know themselves correctly, analyzing the environment and resources, encouraging students to discover and cultivate their hobbies, and defining their career goals. Career guidance for sophomores is to help students understand the content and significance of career choice, aiming at helping students to establish a correct concept of career choice and correct their job-hunting mentality. The career guidance course for the third year of university focuses on helping students to interpret the national employment policy, enhance their understanding of the job market and raise their awareness of choosing a job. Employment guidance for the fourth year of college is mainly based on employment skills guidance, supplemented by psychological counseling for job hunting.
2. Employment guidance should be targeted.
In Dewey's pragmatic education thought, children are the center of school activities and education, and their status has been promoted to an unprecedented height. Dewey's child-centered theory has gradually attracted the attention and reflection of educators. Students are the main body of education and the creators of courses. Students of different majors have different employment situations, job-seeking characteristics and employment methods. If we just copy the traditional teaching mode blindly, the teaching effect is not optimistic. In teaching, teachers need to design different teaching contents and processes according to the characteristics of different majors, and improve the pertinence and quality of teaching through professional sharing and communication.
3. Change the traditional single teaching mode and advocate "learning by doing"
Pragmatic teaching thought advocates "learning by doing", that is, "learning from experience". Dewey believes that all real education comes from experience, and children can only learn by doing. "Teaching should start from students' experience and activities, so that schools can adopt activities similar to those of children and teenagers outside school in games and activities." Dewey attaches great importance to people's direct experience. He believes that people's direct experience is irreplaceable by books. Dewey opposes the traditional learning methods such as "sitting" and "listening", thinking that it ignores students' personality characteristics and personal experience, and ignores students' experience in activities. What education should really care about is students' activities, how to provide students with an environment of "learning by doing" and how to link students' personal experiences with social life. Vocational guidance courses should break the traditional single teaching mode, only teachers teach blindly in the classroom and lack students to participate in training. Employment guidance course is a practical course, especially the study of some employment skills, which can be taught through role simulation training, outward bound training and team guidance. Teachers can adopt experiential teaching methods and set different professional roles, so that students can enter the professional situation in advance and have professional experience. Or in the classroom, through role assignment and task division, some scenario simulation courses are carried out in the form of simulated interviews, so that students can experience the real interview scene and get a more direct learning experience.
Facing the increasingly fierce competition in the job market, the traditional employment guidance education needs to be improved urgently. Dewey's pragmatic educational thought provides us with feasible ideas and methods. Educators in colleges and universities should attach great importance to students' employment guidance education from the beginning, guide students to know and evaluate themselves correctly, so as to make a good career plan and effectively promote students' better employment.
Interpretation of the concept of interest in Dewey's educational philosophy
This paper briefly expounds Dewey's view of life education: "Education is life" and "learning by doing" is the concrete embodiment of Dewey's view of life education, and the relationship between Dewey's view of life education and teaching reform in higher vocational colleges. Taking the economic event of buying and selling apples as an example, this paper uses Dewey's "five-step thinking method" to put forward some reform suggestions on economics teaching from the aspects of teaching content, teaching methods, teacher-student relationship and evaluation index.
key word
Five-step thinking method of life education view economics
In recent years, higher vocational colleges have carried out reforms in full swing, and most courses have implemented project-based teaching. However, economics, as a compulsory basic course for economic management majors, still follows the traditional teaching mode and method, and has not entered the level of reform. According to the author's experience in several rounds of economics courses, it is found that students are generally afraid of this course. Their lectures are like gobbledygook, too abstract for students to accept. The teacher is very tired in class, even if the students work hard, the teaching effect is still not good. It is incompatible with the principle of "enough theory and paying attention to practice" in higher vocational education. Therefore, it is necessary to introduce Dewey's view of life education to reform the teaching of this course according to the characteristics of higher vocational students, the requirements of talent training mode and the characteristics of economics course.
The relationship between 1 Dewey's life education view and higher vocational education reform
1. 1 Dewey's view of life education
Dewey is a representative of progressive education in the 20th century, a great educator and a famous psychologist. He has always adhered to the educational philosophy of "education is life". It is believed that education is "the process of life, not the preparation for future life". Regarding the definition of life, Dewey explained: "Life is development. Constantly developing and growing, this is life. " Dewey's view of life education advocates that students experience the process of inquiry, establish a relationship with real life, and realize the transformation of students from passive knowledge recipients to active practitioners. Through their own activities, students gradually form an understanding of life and the world, fully embodying that education is life and education is growth. "Learning by doing" is the concrete embodiment of Dewey's view of life education. Based on this theory, he designed a teaching method, that is, "five-step thinking" to achieve the teaching purpose. The first step is to build a real situation; The second step is to design questions to stimulate thinking in the situation; The third step is to have available information and put forward assumptions to solve the problem; The fourth step is to verify the hypothesis in the activity; Step 5, draw a conclusion according to the verification results.
1.2 the relationship between Dewey's life education view and higher vocational education reform
In recent years, the talent training mode in vocational colleges and the corresponding teaching concept of "learning by doing" come down in one continuous line with Dewey's life education concept, which emphasizes "learning by doing", practice and students' practical ability. However, Dewey's view of life education is very different from the project-based curriculum teaching in higher vocational colleges, which emphasizes practicality and life. China's vocational education promotes "learning by doing", relying on projects and driven by work tasks. Doing is practice, but there is no clear definition of where to practice, and all vocational colleges generally understand it as starting from work. Since it is a job, it is necessary to go deep into the actual situation of the enterprise and practice in specific jobs. In fact, it is difficult for students to define specific jobs when they practice in enterprises as interns. Liberal arts students, mostly internship clerks, office handymen or salesmen. In classroom teaching, "doing" can only be to set up work tasks and simulate work scenes. Because quite a few teachers have no working experience in enterprises, the setting of work tasks is not completely reasonable, and the creation of work scenes may not be realistic. Dewey's view of life education is a further concretization and deepening of students' real life and the ideal life they pursue in the future, which highlights humanization and students' individual feelings and experiences. Free students from abstract and virtual project tasks, give them opportunities to feel nature, society, facts, events, people and processes, and make them love the world and life in the collision and communication with the real world, so as to acquire knowledge spontaneously and actively. Let the acquisition of knowledge connect with students' existing life experience and life growth, emphasize the close connection between teaching and life, attach importance to the application, expansion and promotion of students' life experience in teaching, enter the life classroom and pay attention to social practice. Pay attention to life experience, independent learning and sustainable development, and promote students' independent, vivid and harmonious development.
2 The importance of introducing Dewey's view of life education into the teaching of economics course
The earth-shaking basic working process project-based course teaching reform in higher vocational colleges has not greatly affected the teaching content and teaching methods of economics. The textbook is still based on western economic theory, and the teaching of this course in most schools is still based on traditional theoretical teaching. Because the students in higher vocational colleges generally have poor mathematical foundation, it is difficult to learn this course. It is more difficult for students who enter higher vocational schools to learn this course. Many students think that reviewing is equivalent to previewing. After several rounds of teaching, the author deeply realized that both the teaching content and teaching methods are out of touch with the talent training mode and teaching reform in higher vocational colleges. The teaching of this course must be reformed in all directions to meet the needs of higher vocational education aimed at cultivating high-quality skilled professionals in the front line of production, service and management.
3 Dewey's concept of life education on the teaching of higher vocational economics.
The concept of life education in education mainly adopts the "five-step thinking method" in its implementation. "Five-step thinking method" is not only a teaching method, but also includes the design of educational content, which defines "where to start", "how to do" and "how to do it". "Doing" is not only starting from the jobs of enterprises, but looking for materials from real life. Secondly, the process of doing highlights students' exploration, understanding, cooperation and experience, with students' experience and feelings as the core.
3. 1 Teaching content is close to life.
Dewey's view of life education requires that the teaching content should come from life, be experienced in life and be applied to life. As mentioned above, the teaching content of economics course can be made life-oriented. This requires teachers to make full use of economic knowledge in economic life, tap the life connotation of economic knowledge, contact the problems in life in teaching activities, and do some appropriate treatments to realize the teaching life. Centered on economic life, abstract and formal teaching is based on students' vivid and rich life background. Guide students to observe economic phenomena, experience economic life, pay attention to economic events and collect economic life cases at any time. Students stimulate their interest in economics courses through their own observation and experience. They realize that economics class is not a general and inscrutable theory, nor is it out of reach. They can always find the relevant knowledge and content of economics around them, study economics at any time in their daily life and work, and apply the knowledge of economics to social practice. Teachers should pay more attention to economic phenomena and events, collect economic information and cases, sort, summarize and refine the information collected by themselves and students, and form teaching resources and teaching contents.
3.2 Use Dewey's "five-step thinking" to implement teaching.
In the teaching of economics, the teacher is still teaching students to listen, rote learning, rote learning. The only reform is to add cases and economic current affairs analysis in the teaching process. Dewey's "Five Steps of Thinking" is a good inspiration and reference for the course teaching of economics. Teachers can directly take students outside the school, such as supermarkets and shopping malls, to form real scenes, or reproduce typical economic events in class, such as buying and selling apples, so that some students can act as buyers and others as sellers. The second step is to put forward some economic-related issues, such as resource allocation, demand, price, supply and other economic issues, in the scenario of economic events (buying and selling apples). These originally abstract problems have become vivid and easy to understand through specific economic events. The third step, through the information collected by teachers and students, puts forward various assumptions about the above problems, assuming that there are many people buying apples, what will the price be? If there are many people selling apples, what will the price be? If someone sells bananas at the same time, what impact will it have on the demand and price of apples? Wait a minute. The fourth step is to let students experience these problems in the matter of "buying and selling apples", and have different experiences according to different assumptions. Finally, students draw conclusions according to the verification results to verify whether these are in line with the theory of economics. Then the theory is further applied to practice. If the price of apples is high, more students will participate in selling apples.
In the reform of economics teaching methods, case teaching method, role-playing method and task-driven method can all be applied and embodied in Dewey's "five-step thinking method". Through the reform of this teaching method, students' learning enthusiasm will be greatly improved, and profound economic theory is closely related to eating, sleeping and shopping, thus improving their learning interest, helping students learn to observe economic phenomena and applying economic theory to economic events.
3.3 Change the relationship between teachers and students
Despite the repeated emphasis on "teacher-oriented and student-centered" in teaching, the classroom teaching of economics is still dominated by lectures, with teachers as the protagonists and students as the passive recipients. Dewey emphasized that teachers and students are equally important and equal in teaching. Teachers are not guides, but leaders of a social group. They don't lead by status, but organize teaching with rich knowledge and mature experience. Teachers can't use their authority as leaders to force students to learn, but should better develop students' personality by understanding their experiences, so that students can get better development. As an economics course, teachers should change traditional ideas and establish a democratic relationship between teachers and students. Teachers can make students feel equality, happiness, trust and understanding through their own wisdom, thus forming a positive learning attitude. On the other hand, teachers and students are required to be in an equal relationship, change teachers' authority, establish equal consultation and dialogue with China students, and respect students' dominant position, so as to guide students' interest into teaching.
3.4 Change the evaluation system
Economics has always been taught as a theoretical course, so the traditional paper exam is still used. As mentioned earlier, this course can be taught by Dewey's "five-step thinking method" and the corresponding evaluation index system should also be changed. Under Dewey's life education concept, students' self-evaluation is emphasized. Students can evaluate and reflect on their progress through the discovery, exploration, understanding, experience, summary and application of economic life. Therefore, a set of evaluation system suitable for "five-step thinking method" should be established. As a leader, teachers should let students participate in the formulation of teaching evaluation system and indicators, which should include: students' observation of economic events, experience of economic life, verification of economic life, analysis and summary of economic phenomena, practical application of economic theory and so on. Pay attention to students' attitude towards economic life, emotional experience and practical ability, and pay attention to students' self-esteem and personality development.
refer to
[1] Dewey. Democracy and education. People's Education Press, 2000.
[2] Dewey. Thinking and teaching. The Commercial Press, 1936.
[3], beam,. The Enlightenment of Dewey's Pragmatic Philosophy and Educational Thought on Practical Teaching in Higher Vocational Colleges. Study guide, 20 12( 1).
[4] Zhang Jiping. The value orientation of Dewey's life education view and its enlightenment. Journal of Tianjin Academy of Educational Sciences, 2009(4).
[5] The application of Liu Hongyan Dewey's "learning by doing" theory in higher vocational education. Reading and Writing (Journal of Education and Teaching) 20 10(7).
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