Department profile
1943 When National Chengchi University resumed its studies in Taiwan, the College of Education was one of the four earliest colleges established in our school, formerly known as the College of Civic Education. 1944 was renamed the College of Education, which was the earliest established college of education in Taiwan Province Province. In the same year, the university enrolled students, creating a precedent for diversified teacher training. The undergraduate course of this department always aims at cultivating excellent primary and secondary school teachers and educational administrators, and the master's degree aims at cultivating research-oriented talents in education. In order to improve the academic level of domestic educational research institutions, the department set up a doctoral program in 1966, and systematically trained education professionals with independent thinking and research ability from undergraduate to doctoral program from the eighty-fifth academic year; Vocational classes: 1988 school year set up a master's degree in management for middle school teachers, and recruited middle school principals, directors, team leaders and other administrative executives to study for a master's degree. Starting from the school year of 199 1, this special class was changed to belong to the College of Education. Over the years, a large number of alumni talents have emerged in this department, including outstanding scholars, outstanding principals, outstanding teachers, well-known publishing houses and predecessors who have won the honor of the Ministry of Education. , has created countless roads to success in related education fields.
Before the teacher education policy was opened to ordinary colleges and universities to train teachers, our department was the only non-normal school, and it also undertook the mainstream of teacher training and teacher continuing education. Teacher training part: since 1956, entrusted by the Ministry of Education, it has cooperated with the implementation of the nine-year national education to handle the teacher training of middle schools in Taipei; Later, various pedagogy classes were held in summer or evening, and countless qualified middle school teachers were trained; In addition, under the instruction of the Ministry of Education, four universities, National Taiwan University, Zhongxing University and Chengda University, were set up to divide classes in pedagogy, so that students from all departments can take educational credits and obtain qualified teachers' qualifications. 1969 A few years after the Ministry of Education promulgated the Teacher Education Law, the Ministry of Education announced that it would stop the undergraduate education courses in four schools. Since 1976, the Ministry has set up a supplementary education course, which is open to all students. At that time, it was the only department in China that could provide supplementary education courses for students. It was not until 1983 that the teacher training policy was revised and opened up that the educational curriculum began to be developed by continuing the original educational auxiliary department. At the same time, from 1969 to 1983, this department was also the only non-normal school in China. At the same time, it provided free treatment for half of the students and trained teachers.
On-the-job training for teachers: including arranging teaching classes for trainee teachers since 1956 to train qualified teachers, and then arranging summer or night teaching classes for trainee teachers in middle schools to obtain qualified teachers. In addition, since around 1967, they have also set up 40 credit classes at the level of the first research institute in normal universities and other schools, including summer classes, weekend classes and Hualien roving classes, for qualified teachers to learn, improve their quality, and lay a foundation for the establishment of teacher learning centers in the future.
trait
(1) The undergraduate department focuses on training middle school teachers.
In the traditional normal system, normal colleges focus on training primary school teachers, while normal universities focus on training middle school teachers; The society also holds stereotypes about primary and secondary school teachers, who are considered to be "inferior" to middle school teachers, but in fact they have the same academic qualifications and have their own specialties. The purpose is to cultivate opportunities for mutual recognition and respect, mutual learning and communication, break the stereotype in society and cultivate healthy and confident teachers. Since the academic year of 1987, the undergraduate teacher training in this department has been divided into two groups: "primary school teachers group" and "middle school teachers group", which is the first in China. About 60 new students are enrolled every year to train primary and secondary school teachers respectively. However, due to environmental factors, the "primary school teachers' group" stopped recruiting from the school year of 1998.
(2) Undergraduate courses are the integration of formal courses, informal courses and potential courses.
General universities pay more attention to the design of formal courses, because formal courses usually reflect the requirements of the law. However, the relevant curriculum theory points out that informal courses and potential courses sometimes have a greater and stronger influence on students than formal courses.
In addition to the regular professional courses of the Department of Education, most undergraduates in this department will take additional auxiliary courses or even double majors to enhance the teaching connotation. In addition, under the guidance of teachers, students in our department often hold various activities or camps, which provide students with a lot of opportunities to participate in informal courses and potential courses. Here are some examples:
A) Education Camp: This is a camp with a history of 25 years in our department. Every winter vacation, our students will go to remote areas to hold junior high school education camps. Through the planning, training, curriculum design, participation and implementation of camp activities, our students have rich opportunities to experience skills such as leadership, service, communication and coordination, curriculum design, lesson plan writing, teamwork, class management and teacher-student interaction. And test their interest and establishment in teaching.
B) Aiyu Camp: Since the school year of 1989, with the existence of the primary school teachers' team in our department, a branch of the education camp has set up Aiyu Camp, which is similar in form and curriculum to serve the students of disadvantaged ethnic groups in remote areas and indigenous communities, provide guidance for their physical and mental development, provide them with a happy and rich holiday life, and guide multicultural contact. Activities often extend from schools to communities.
C) Education Week: Every year in mid-May, different activities are held, such as educational film screening and karaoke contest, to unite the feelings among freshmen and seniors.
D) Five-school get-together: At the end of March each year, five departments, namely Chengchi University Education, Normal University Education, Beijing Normal University Elementary Education, Beijing Normal University Elementary Education and Normal University, hold a five-school joint sports meeting to contact the feelings of students from five departments through sports competitions and achieve the purpose of mutual communication.
E) Welcome Camp: A camp activity carefully planned by a youthful and energetic senior sister for fresh people who have just entered the university. Many exciting and fun activities are waiting for new people. After attending, they are not only unforgettable, but also help fresh people to understand the department and the educational professional community.
(3) The undergraduate course cooperates closely with the experimental primary school affiliated to Chengchi University.
After the establishment of the primary school teachers' group, the cooperation with the affiliated experimental primary school was gradually strengthened. The cooperation projects are as follows:
Teaching observation: there are many subjects involved in the department, such as courses and teaching, teaching materials and teaching methods, and students are often arranged to visit, observe and study.
Teaching practice: The teaching practice course of the primary school group in our department has long used the time of 8:00-8:45 every Tuesday morning (that is, the morning meeting time of primary school teachers) to arrange students to go to the affiliated primary schools for teaching practice (and solve the teaching problems of the morning meeting time of primary schools). Students must plan the course in advance, write the lesson plan and discuss before they can go to teaching, observe each other during teaching, and reflect and review after the end. Students experience the challenge of actually leading a class, experience the way of interacting with children, and try to combine theory with practice.
Case consultation or group consultation: related courses in this department include case study, consultation and group consultation. Students are often assigned to undertake special cases of real primary schools, engage in case or group counseling under the guidance of professors, gain practical experience, and help improve the adaptation of real primary school students in their homework or life.
Ceramic Art Volunteer Class: Established in February 1990, initiated by Associate Professor Cai of the Department of Education of the University and Teacher Zhang Lihua of the University, led a group of first-year students of the Department of Education of the University who have a strong interest in ceramic art and are enthusiastic about public welfare to form a volunteer service agency. The purpose of offering this course is to assist the teaching of basic ceramic courses in Chengchi University. Teaching volunteers mainly assist in teaching, observe and study, and prepare for future teaching work, supplemented by the study of ceramic courses, and make substantial preparations for becoming a versatile and all-round teacher in the future. This class belongs to a service volunteer group, focusing on teaching assistance and practical testing, while learning pottery skills and exerting creative ability. In the future, the DPRK aims to expand and establish itself as a formal association of national Chengda University, expand the spirit of voluntary service and develop talents for ceramic art creation, cultivate the service spirit and ceramic art creation skills of members of this class, and contribute to social welfare and artistic culture.
(4) Postgraduate courses focus on diversified research methods training.
The courses of master's and doctoral programs in this department pay attention to the training of research methods, and accommodate measurement methods and qualitative methods in various ways. Measurement methods include experimental design, variance analysis, multiple regression, various multivariate analysis methods, time series model, structural equation model and so on. Students can take classes and practice in order. Qualitative methods include philosophical analysis, case study, action research, interview, grounded theory, life history and so on. Students can take elective courses and experience them in practice. In the process of guiding doctoral and master's theses, we also attach importance to the cultivation of logical thinking and the proper mastery of research methods.
(5) In the process of postgraduate training, encourage academic publishing and academic participation.
Encourage graduate students to publish more academic papers, and the qualification examination method is not limited to paper-and-pencil test. The published works can be used as the basis of oral examination to complete the qualification examination.
In addition, in order to provide academic publishing opportunities, promote academic group exchanges, and enhance the research atmosphere, the Department holds several academic seminars and publishes academic publications every academic year. These activities are summarized as follows:
Academic seminars: The Department held the 2003 National Chengchi University Education Academic Forum and Innovation and Creation Seminar, the 2004 National Chengchi University Education Academic Forum: Alternative and Innovation Seminar, which provided a lot of opportunities for teachers and students inside and outside the Department to publish and communicate. Take the seminar "Alternative and Innovation: Starting from the Local Education Experience in Taiwan Province Province" as an example. The seminar was held on1June 1993 19 and 20. Minister of Education Du and President Zheng Ruicheng co-chaired the opening ceremony. Minister Du presented awards to four all-around middle school students who climbed the highest mountain in North America. The opening ceremony kicked off with music and dance performances. During the two-day seminar, more than 60 papers were published, which provided a platform for diversified academic exchanges among teachers, teachers and students, departments and schools. The seminar was also exhibited at the synchronous booth of the alternative school, and the closure of the alternative school was finally completed in the form of Shi Lang.
Academic lectures: including special lectures mainly for teachers and students of master's and doctoral classes and lectures mainly for undergraduates. The former focuses on the inspiration of research viewpoints, such as giving a lecture to Dr. Whitebread, a professor at Cambridge University, on "Developing Young Learners' Self-regulation Ability". The latter emphasizes the sharing of practical experience. For example, recent activities include the artist Xu's "Wandering Between Art and Education" and the beloved kindergarten director Lu Zhaoping's "The Art of Communicating with Children".
Students' spontaneous community interaction: including online community interaction and reading club. It is helpful to cultivate students' independent spirit and the ability to explore problems actively.
Academic Journals: Educational and Psychological Research Journals are one of the two major TSSCI journals in the field of education in Taiwan Province Province. It is published four times a year. In the past, editing was supported by the departments of education and psychology. Recently, it is mainly supported by the Institute of Education, providing rigorous academic research results for researchers and experts and scholars in the fields of education and psychology.
Each department in this department sets its own goals and objectives.
Since the academic year of 1987, undergraduate classes in this department have been divided into two groups: primary school teachers group and middle school teachers group, which is the first measure to train primary and secondary school teachers respectively in China. However, due to the influence of environmental factors, the primary school teachers stopped enrolling students from the 1998 school year. Based on the free and diverse academic environment of our school, we provide a broad professional growth and learning environment for students who are interested in "education" by using the integration and communication between disciplines. Therefore, the purpose and goal of our undergraduate department are:
(1) Training excellent teachers in primary and secondary schools;
(2) Training excellent educational administrators;
(3) training talents who are interested in educational academic research;
(4) Cooperate with national policies to provide services to promote education.
Because the future society will not only train "teachers", but also pay more attention to the cultivation of "all-round" and "diversified" abilities. With Chengchi University's heterogeneous and diverse groups, open and inclusive learning environment and atmosphere, we can better meet the future social demand for professionals and generalists. Due to the vigorous development of various departments and associations, many opportunities for communication and interaction are provided, which can provide different perspectives and stimulate students' creativity to cope with the ever-changing times. In addition, there are more auxiliary departments and double degrees to choose from, which can help students cultivate diversified professional knowledge.
As for the research-oriented master's and doctoral classes, they are divided into three groups according to their professional fields: educational philosophy group, educational management group and educational psychology and consulting group. Therefore, the aims and objectives of the master's and doctoral programs in this department are as follows:
(1) Cultivate research-oriented talents in three academic fields: educational philosophy, educational management, educational psychology and consultation;
(2) training middle and senior leaders in education administration;
(3) training professional tutors;
(4) Training primary and secondary school teachers with research ability (so-called "research teachers").
No matter which professional field, the master's and doctoral programs of this department hope to cultivate students' ability to engage in academic research independently and their keen observation of educational issues, strengthen the training of research methods, so that students can make good use of research tools and improve the quality of research. More specifically, the department emphasizes that graduate students should have the following basic abilities: 1) be able to explore a specific field of pedagogy extensively and deeply; 2) Be able to use appropriate quantitative or qualitative research methods to analyze various research data; 3) Be able to actively participate in national and international academic seminars and publish papers.
Teaching objectives
At present, the department has bachelor's classes, master's classes and doctoral classes, and its teaching objectives are as follows:
(1) bachelor class:
Since the academic year of 1987, the undergraduate course of this department has been divided into two groups: the primary school teachers' group and the secondary school teachers' group, which recruit about 60 freshmen every year to train primary school teachers and secondary school teachers respectively (the primary school teachers' group has been closed since the academic year of 1998). Students can also choose courses in groups. Those who have completed the required credits in both groups and completed the internship in middle school and primary school can be qualified to teach in middle school and primary school.
(2) Master class:
Starting from the academic year of 1988, the master's program in this department is divided into three groups: educational philosophy group, educational administration group and educational psychology and consulting group, in order to help students have clearer research knowledge and expertise. In addition, it also emphasizes the combination of theory and practice, aiming at cultivating teaching and management talents with both humanistic quality and educational professional knowledge. Since the academic year of 1995, the Department has merged the philosophy of education group with educational psychology and counseling, which is collectively called the master class of education department. The curriculum structure has also been adjusted accordingly, with "basic theories and methods of education" and "educational psychology and counseling" as the main axes, to cultivate R&D talents, inquiry/teaching leaders/teachers, counseling and counseling talents. Future courses will be more flexible, and students can choose courses according to their own interests and needs; In cooperation with the Department of Psychology, the Department selects two students from the master's program to take the course of consulting psychologists every year. For relevant information, please refer to the master class curriculum structure (rules and regulations table-master students-others).
(3) doctoral program:
Since the academic year of 1987, the doctoral program of this department has been divided into three groups: educational philosophy group, educational administration group and educational psychology and counseling group. It focuses on the discussion of advanced academic and advanced specialized practical operation, engages in theoretical research and special seminars through interdisciplinary integration and training of social science research methods, and cultivates academic research talents in advanced education in a rigorous and specialized academic environment, thus making more pioneering contributions to educational academic and practical innovation.