Model essay on primary education 1: Analysis on the problems of educational courses for primary education majors Abstract: Educational courses are the vast majority of educational contents in primary education, but there are many problems in the courses at this stage, and corresponding countermeasures are needed to promote the improvement of education level. The most important problems are three aspects. On the one hand, in the course teaching, the teaching methods are too simple, and most of them focus on classroom theory teaching, which is not conducive to students' absorption. On the other hand, educational courses are too theoretical and lack practical opportunities, so it is difficult to integrate the learned knowledge. Third, there are manuscript barriers in the course and weak links between disciplines. Moreover, the course content lacks originality. Therefore, in the reform of educational curriculum, we should adjust its structure and optimize its configuration according to the actual situation; We should also actively innovate and create more meaningful content on the original basis; Strengthen the renewal of teaching methods and enhance the teaching effect with diversified teaching methods.
Key words: primary education; Curriculum teaching; subject
Education curriculum, that is, the curriculum of education specialty, is a part of the education curriculum system and a guarantee for cultivating teachers' professional quality. The major of primary education was set up late, with the aim of cultivating primary school teachers with professional qualities. However, due to its late establishment, its professional setting is not very mature, and there are still many loopholes in the whole teacher training process. In particular, the characteristics of its primary education have not been followed up, and teaching is out of touch with the actual situation. On the other hand, the curriculum is still in the exploratory stage, and most of the teaching contents are copied from the old teaching system, but because of this, it is difficult to distinguish it from other kinds of education majors. Based on the reality and training theory of teacher education, this paper analyzes its important defects. According to scientific theory and practical experience, the corresponding countermeasures are studied.
Firstly, it analyzes the problems existing in the primary education curriculum.
1. The curriculum structure of teacher education is unbalanced.
In the curriculum structure of teacher education, it is divided into three courses, namely, subject-specific courses, education-specific courses and general education courses. At present, different regions have different understandings of teacher education curriculum, which leads to the imbalance of curriculum structure. Because of the different educational ideas, teachers' vocational education is also different. In fact, the biggest controversy about the curriculum structure of teacher education in China is about? Academic? With what? Normal? The degree of emphasis. In most colleges and universities, the focus of education has been tilted to subject-specific courses. This is the disadvantage of teacher education specialty in China. In order to avoid its negative impact on the development of primary education, the major was improved at the beginning of its establishment. However, in the actual implementation process, its curriculum structure is still greatly influenced by this shortcoming. In essence, it is mainly based on discipline and professional education. This phenomenon can be seen from the survey data. First of all, in the allocation of class hours in the teaching plan, most general education courses account for about 40%, education courses only account for 20%, discipline courses account for 30%, and the rest are military training courses, accounting for 10%. Obviously, it can be judged that in the curriculum structure, education specialized courses have not been paid enough attention. Although the knowledge of basic subjects is also very important, as a curriculum system for training teachers, we must invest enough time and resources in education professional courses, otherwise it will affect the professionalism in the future education process. At the same time, due to the imbalance of class hours, many basic quality education courses similar to teaching cannot be increased, which makes it difficult to improve teachers' comprehensive quality. Therefore, it is difficult for the students of this major to reach a high level in professional accomplishment, which has a great influence on their all-round and all-round development. The unreasonable curriculum structure will lead to the weak teaching foundation of normal students and the lack of foundation for educational research, which will restrict the study and application of modern educational theoretical knowledge.
2.？ Disciplinary tendency? Long-standing in the educational curriculum.
At present, the distribution and setting of educational courses are based on disciplines, so the study of educational majors is inevitably full of serious problems. Discipline? Tendency. Due to the unreasonable evaluation standard of colleges and universities, the unreasonable structure of education curriculum itself, and the unreasonable discipline? Can exist in the curriculum system for a long time. Due to the long-term historical development, higher barriers have been formed between educational courses of different disciplines, and there is a lack of connection between systems, which makes it difficult for students to learn educational skills and knowledge comprehensively. The reason for this phenomenon is not only theoretical? Discipline? It is also because in practical teaching, due to the strong discipline setting, a high level of academic research can be maintained, thus gaining the support of participants in the teaching system. This is not conducive to the integration and exchange of educational knowledge, nor will it bring inspiration to students. This is a separation between reality and theory. In real education, it is impossible to use only subject knowledge, but more knowledge and skills in all aspects. Therefore, in the education curriculum, there are a lot of teaching contents for subject examinations and college examinations. However, this knowledge is difficult to play a role in solving practical problems.
3. The teaching method is too old and single, emphasizing theory and classroom teaching, lacking practical teaching.
In the existing educational mechanism and teaching mode, the skillful application of theory is regarded as the main skill of teachers. Under this teaching concept, teachers' professional level has been highly valued, but it is not scientific to classify the influencing factors of teaching level as the familiarity of subject knowledge and the application of educational psychology principles. ? Educational practice? It is considered to be the combination of teachers' subject knowledge and psychological knowledge and skills. So it is difficult to break through the teaching methods of educational courses? Theory is more important than practice? We can only adopt the old methods of classroom teaching and theoretical study. This kind of teaching process is one-way, which is not conducive to the improvement of students' autonomous learning ability and will also affect students' understanding of knowledge. We can't use knowledge on the basis of understanding, but simply accept and remember it, which can't achieve the actual purpose of teaching. In the long run, students' learning enthusiasm will be weakened, which will eventually affect the cultivation of practical operation ability. In the process of classroom teaching, students are busy taking notes and reciting, but they don't ask and explore related questions, which makes the educational knowledge not fully digested. In this process, we can't produce good results.
Second, improve the professional education curriculum of primary education.
(1) Optimize the curriculum structure and realize the balanced allocation of the three types of courses.
There is no doubt that teachers' professionalism requires them to have academic research ability. However, the main task of education is to cultivate excellent students and escort their growth. Therefore, although academic level is very important, it is not a misunderstood subject professional ability. In fact, to cultivate excellent teachers, we should pay attention to the comprehensiveness of their education and organically combine academic education with normal education, rather than relying solely on the study of disciplines and majors. Not only can you master the specific subject knowledge that needs to be taught, but more importantly, the effectiveness of the teaching process and the acceptance of students. Because only by using good teaching means and methods can we really achieve the purpose of teaching. Therefore, it is an important way to improve teachers' comprehensive ability to optimize curriculum institutions and realize the balanced allocation of three types of courses. According to the relevant data distribution and practical research, it is most reasonable to divide the class hours according to the following rules. Subjects, education and general education each account for 30%, and the remaining 10% is allocated to practical courses such as military training, so as to apply what they have learned. However, the feasibility of reality is indeed a very big obstacle. At this stage, the total class hours in the teaching plan are limited and cannot be increased at will. Only from the existing structure, but because the demand for universal education is rigid, it cannot be reduced; However, disciplines and majors also have insufficient class hours, so we can only think of ways from the perspective of innovation. Through the study of relevant theories and the investigation of actual cases, adopting the method of curriculum integration is the best countermeasure. In the course setting, we should focus on the foundation, emphasize the quality of the course and reduce the wasted course time. It is difficult to innovate from the concept of curriculum to the construction of curriculum system. Although at this stage, the idea put forward by the author is only an idea, with the gradual development on the existing basis, the theory of teacher education and education specialty will be updated slowly, and the goal of educational curriculum reform can finally be achieved.
(B) according to the actual needs of the undergraduate stage, build a reasonable education curriculum system.
With the development of education and constantly summing up experience, international education circles, national team education departments and education-related organizations have put forward the viewpoint of educational curriculum reform. At the undergraduate level, primary school teachers' education curriculum should be reformed accordingly, including basic courses (educational psychology, educational philosophy), methodology courses (comparative education, scientific research technology), educational research courses (teaching evaluation, educational career development) and overall education research (educational theory). In order to promote the reform of education curriculum, China has promulgated relevant principles and policies to transform pedagogy into the setting of pedagogy-related disciplines. Because there are some differences between undergraduate and junior college, we should attach importance to students' education courses so that they can have certain advantages in professional level after studying in junior college. Based on the research results at home and abroad, the reform of education curriculum includes the following three aspects: ① Basic theory course: psychological research for primary school students, and the latest basic theory research of modern pedagogy with the goal of acquiring the subject knowledge of normal students. (2) Methods and Technology course: a combination of courses focusing on time training such as cultivating teaching skills, applying teaching methods and improving teaching ability; (3) Practice course: practice is the way to cultivate practical teaching ability, test the education level in practice, and set the course with practice as the core.
(C) Optimize the structure of education curriculum
Under the current situation of educational development, domestic educational curriculum reform should learn from foreign advanced experience. According to the structure of foreign courses, there are mainly three modes: the first is diachronic mode and continuous mode; Second, synchronous and parallel mode; Third, integration, integration mode. If we continue to follow the existing model, there are certain disadvantages. Mainly in teaching practice, it is difficult to achieve good results in practical operation ability. In China's current model, what is lacking is an integrated integration model, and because of this, there is a big gap between practical operation ability and professional knowledge. Therefore, we should explore the integration mode, actively promote the curriculum integration mode, combine theoretical courses with practical courses, strengthen the application of technical practice, establish effective links among multiple courses, and form an integrated curriculum system. Through systematic and integrated means, teaching practice is linked with teaching theory, so as to ensure the normal teaching reform and cultivate professional and excellent primary school teachers.
Third, try to construct a new educational curriculum implementation model.
? Reflection with practice as the core? Teaching mode of principle course. The ultimate goal of normal students' practical education theory is to rationally analyze the educational problems around them and deeply reflect and criticize their own educational behavior, so as to understand educational work more deeply and improve their educational and teaching behavior. But, directly? Ways of giving and receiving: What are the so-called purposes, significance, status, functions, tasks, contents, principles and methods? Inform? And then what? Pay? Students can't finish this task. Normal students have formed a wealth of tacit (implicit) education knowledge and concepts in their long-term life and experience, which has an insurmountable intermediary influence on the internalization and construction of explicit education theory. ? When educational theory enters the cognitive world of normal students by giving and receiving, it is filtered and rejected by implicit educational cognition. Although they have obtained many new educational theories and ideas on the surface, their actual thoughts and behaviors are still silent? Folk pedagogy? Domination leads to learning abandonment and disconnection between knowledge and practice. On the other hand, when the explicit educational theory and the tacit education within normal students are realized? Join? And then what? Dialogue? When a mutually supportive and harmonious relationship is formed, this implicit educational knowledge will become an explicit educational theory, enter the cognitive world of normal students, and be internalized and constructed? Master? And then what? A tour guide? . Therefore, in the teaching process of educational theory, teachers should not simply indoctrinate students, but should guide normal students to question, discuss, reflect and reconstruct the authenticity, rationality and applicability of educational theory from the existing understanding of silent education. Guide normal students to use educational theory to reflect and test the rationality and limitations of their understanding of silent education. Form with? Reflection? Core teaching mode. This kind of teaching makes the tacit knowledge of normal students and educational theory form a relationship of mutual support and transformation: with the help of educational theory knowledge, tacit educational knowledge is clarified, revised and promoted; Educational theory is internalized and constructed with the support of tacit educational understanding.
Four. conclusion
Educational curriculum reform is a very complicated systematic project, which involves the adjustment of the whole teaching plan and needs the guidance of a brand-new theory of teachers' professional development. What we are doing now is to put forward suggestions for reform. As for whether the proposal is reasonable and how to carry out specific operations in the reform, more and more in-depth research is needed.
References:
[1] Wang Jian. Discussion on the problems and countermeasures of educational courses for primary education majors [J]. Journal of Wuxi Institute of Education, 2003(02):5 1-54.
[2] Li. A Study on the Curriculum of Primary School English Teachers Education in Taiwan Province Province [D]. Zhejiang Normal University, 20 12.
[3] Sun Jun. Research on the Current Situation and Countermeasures of Art Education Curriculum in Xinjiang Normal University [D]. Xinjiang Normal University, 20 12.
[4] Zhou Peng. Cultivation of employment competitiveness of primary school education students [D]. East China Normal University, 20 12.
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Model essay 2 on primary education: summary of the application of appreciation education in primary education and teaching;
Appreciation education, as a positive and enlightening educational method, is a new educational concept, which is consistent with the goal of implementing quality education and promoting new curriculum reform. On the surface, it can mobilize students' learning initiative and make them play a good role in learning interest and enthusiasm. From a deeper perspective, it can tap the potential of students at all levels, motivate students, enhance self-confidence, make students excited in the learning process, and achieve the best results in education and teaching.
Key words: primary education; Class teacher; student
First, the attempt of appreciation education in the work of class teachers.
The unit where the author works is a rural primary school. Students have basically not received formal preschool education before entering school. Compared with students in cities, students generally have a poor foundation, and there are many unsatisfactory places in their study habits and personality. In the usual teaching practice, when students make mistakes or their academic performance drops obviously, teachers often find fault, find fault regardless of occasions and ways, and even criticize sharply. This kind of blame, reprimand, command and coercion is simple and extensive, which makes students feel disgusted and has little effect. It can only cause students to lose self-confidence, and their mentality will further become inferior and timid, causing different degrees of emotional and psychological harm to students. In many years of educational practice, through continuous study, thinking, exploration and improvement, I tried to apply the appreciation education method to education and teaching, and received good results. First, entertainment. The first is to bring a smile to the child. With the growth of age, the childlike interest in children gradually fades. After reflection, try to bring a smile to your child at work. Smiling, there is a kind of intimacy. Whether you study well, lively or quiet, students gradually tell the author what they are talking about. The author has a deeper understanding of students and more effective communication. The second is to do activities and play games with children, so as to integrate themselves into children and become a member of them. Leading the whole class to run in the morning every day, skipping rope and kicking shuttlecock after class, as if I were still a child, childlike innocence and happiness have become the common wealth of teachers and students. Thirdly, I pay more attention to reading children's favorite books, and pay attention to the knowledge and interest of the language used by teachers in organizing theme class meetings and activities, so that students can participate in the process of education in happiness. Second, playing hard to get. First, let students who are active and don't like learning move in their studies. Some students love labor and sports, not learning and thinking. The author believes that children can't be measured by the standards of adults, and they can't be considered as good children just because they follow the rules, don't want to bend their minds and don't like to play. Childlike, curious and active, just like a real child. It is human nature to love to play. The author plays with them after class, praises and encourages their advantages in class, and makes them the main force in class and even school-related activities. At the same time, he put forward phased goals for their shortcomings in learning, just like a pony putting on the reins and running in the indicated direction. Second, for some students who only pay attention to their grades but look down on the underachievers, encourage them to actively participate in various activities in the class so that they can feel the same way. Those students who are ignored by them still have a lot of bright spots. Is the ruler good or the inch short? . Third, praise rather than belittle. Praise rather than belittle is to point out the shortcomings of children through praise. Appreciation education does not mean not criticizing, but what kind of criticism is more convincing. Praise rather than belittle is not so much a method as a kind of wisdom. How to strengthen students' advantages and weaken their shortcomings? Put forward different target requirements for students of different levels. For example, a child who is often late, the number of lateness is reduced, and he is praised for being late less; For students with poor academic performance, praise them in time if they make little progress, and give positive encouragement to students with good academic performance and gradual decline. This kind of praise and criticism of mistakes has achieved the dual effects of encouragement and spur, far better than positive criticism and preaching.
Second, appreciation education runs through the teaching process.
Understand and respect every child in the class from the perspective of appreciation. Ignite children's passion with enthusiasm, complete classroom interaction in a very harmonious atmosphere, and entertain and educate. The reason is simple: putting the same thing on a person you admire very much and a person you hate very much will show completely different feelings. Respect for love. Appreciation education can arouse students' emotions, affirm students' learning activities and activate their sleeping talent, thus enhancing their self-confidence. First, poetic language. The poetic language mentioned here is not that teachers communicate with children with poems in teaching, but that teachers praise children with beautiful tone or point out the right direction like reciting poems, instead of appearing in teaching generally? Don't think that I don't know what you're talking about because I lower my head to correct my homework. So-and-so, stand up and tell me what I just asked Why is your writing still like this? Whether you care about or want to better educate your children, you speak these rigid languages. Perhaps it is your language that hurts students' growing self-esteem, thus obliterating children's initiative in learning and darkening their bright future. They all want to express the same meaning. What will happen if it is expressed by appreciation education? So-and-so, your writing has improved today, and it is much cleaner and neater than before. ? Have you ever studied calligraphy before? That's great. Your regular script is exactly the same as Liu Gongquan's. Where did you learn it? With such praise, and then asked to write, I believe that children's writing will certainly make greater progress. Applying appreciation education to education and teaching, through the exploration in recent years, let children feel the pleasure of teaching profession.
References:
[1] Zhang Zhongyan. On Appreciation Education in Chinese Teaching [J]. Off-campus Education in China, 20 14(02).
[2] Xu Jing. I think appreciation education. Scientific public, 2009(03).
[3] Li Fuling. Appreciate education? Open the golden key that closes the heart [J]. China Humanities, 20 15(0 1).
[4] Xu Fang. Construction of harmonious teacher-student relationship under the background of new curriculum reform [J]. Examination Weekly, 20 13-06