First, "student-centered" effective teaching strategies
The "student-centered" educational theory comes from Dewey's "child-centered theory", an American educator and philosopher. Its core theory requires that children be liberated from the bondage of traditional education. He particularly emphasized the importance of respecting children's mind and free nature and following the educational laws in children's development. Applying Dewey's "child-centered" thought to all kinds of school education has become the "student-centered" teaching thought advocated today. The "student-centered" teaching strategy mainly includes the following three aspects:
(1) Discovery teaching.
The ideological origin of the discovery teaching method can be traced back to the "midwifery" teaching method of Socrates, an ancient Greek philosopher, and the teaching ideas of modern western educators such as Rousseau, Stowe and Spencer. The wide application of this method is the result of the active advocacy of American educator Bruner. Discovery teaching method, also known as hypothesis method and inquiry method, refers to a method in which teachers do not simply provide students with the content directly, but provide students with a problem situation, so that students can actively think and explore independently, and discover and master the corresponding principles and conclusions by themselves. Its central idea is to make students become the main body of learning and realize the process of knowledge cognition independently. Specifically, teachers play an enlightening role, and students take the initiative to acquire knowledge and analyze ways to solve problems; Study the development process and objective laws of objective things, find innovation from them, and form your own unique ideas. In this process, the teacher's role is to guide and promote students to ask questions about this situation and collect evidence to answer questions themselves.
(2) Situational teaching.
Situational teaching method appeared in Europe after World War II and was widely adopted by British teaching experts in the 1960s. Situational teaching method, also known as audio-visual method, thinks that knowledge learning is closely related to the "situational space" of knowledge application, emphasizes the natural connection between problems arising in a specific situational environment and seeking solutions, and does not emphasize preset goals and put forward rigid and fixed teaching requirements for students. The core goal of situational teaching is to guide students to carry out autonomous inquiry learning through teachers, so as to improve students' ability to actively explore and solve practical problems.
(3) Cooperative teaching.
Cooperative teaching is an innovative and effective teaching theory and strategy. It is effective to improve the social and psychological atmosphere in the classroom, improve students' academic performance in a large area and promote students to form good non-cognitive quality. The theory of cooperative teaching rose in the 1970s, and made substantial progress in the mid-1980s under the advocacy and implementation of American educators. Cooperative teaching is a series of teaching methods based on the establishment and organization of interpersonal relationships in learning, with the design of leading objectives, multi-level and multi-angle interaction and cooperation as the basic driving force, group teaching as the leading factor, group activities as the basic form and team performance as the evaluation standard, so as to comprehensively improve students' academic performance, skills and psychological quality.
Second, the application of "student-centered" teaching strategy in graduation thesis work
(A) the application of discovery teaching.
Through years of guidance and management of graduation thesis, we have noticed that some topics set by teachers are often ignored for various reasons (such as being too academic or divorced from reality). ), while students are more interested in the problems they are interested in or the problems they encounter in real life. Therefore, we try to apply discovery teaching to undergraduate thesis guidance in the following two aspects:
1. College students often encounter some problems in their daily course study. Some problems are not of great interest to students, so they can be solved simply by talking with teachers or classmates. Other problems can often arouse lasting interest for a period of time. No matter what kind of problems are discovered by students themselves, they all have a certain depth of understanding and interest in research, so students are encouraged to set their own topics according to the problems they encounter in their daily study.
2, in the graduation project work, encourage interested students to study and discuss well-known academic issues. Well-known academic problems usually have high popularity and imply high returns. If interested and capable students can solve well-known problems, it will be of great help to their further study and work in the future.
(B) the application of situational teaching.
The graduation thesis is mainly carried out in the last two semesters of undergraduate teaching. At this stage, most students are either preparing for the postgraduate entrance examination and re-examination, or have entered the internship or work in the intended unit. Most of the students who are preparing for the postgraduate entrance examination at school can still take time to start the work related to graduation thesis, while the internship students seem to be out of reach. Apply situational teaching strategies to these students. The specific way is to encourage students who are practicing to find specific problems in specific work situations as the research object of graduation thesis, and to complete the requirements of graduation thesis when trying to solve the difficulties encountered in their work. For example, IKEA is the world's largest retailer of furniture and household goods from Sweden, and recruits some interns for short-term jobs every year. During the internship, students wrote a paper "Analysis and Design of IKEA Furniture Ordering Network" based on IKEA purchasing system and internship work, which combined graduation thesis with reality.
(3) The application of cooperative teaching.
The enlightenment of cooperative teaching strategy to undergraduate graduation thesis is as follows:
1. Tutors can consciously group related topics when setting graduation thesis topics, and set up thesis groups for similar sub-topics to carry out cooperation among students. Tutors can consciously set related topics when developing graduation thesis, such as the management system design of chain fast food restaurants, the management system analysis of chain cafes, and the management system realization of chain bookstores. Because the main design goals of these topics are the same, these students can be combined into a paper group, and they can better cooperate to complete the paper writing work while grasping their unique characteristics.
2, from the tutor's research topic, select the part that students can do, and students can cooperate. Tutors can also screen their own scientific research projects, and select the part that students are interested in completing as the research content of graduation thesis, so that students can improve their scientific research ability while completing the thesis.
Third, the further development of graduation thesis work
In the future graduation thesis work, we should make full use of discovery teaching method when selecting topics, effectively mobilize students' enthusiasm in graduation thesis writing, and encourage students to fully combine graduation thesis with practical problems. At the same time, the tutor is reminded to fully combine the characteristics of students and their own scientific research status to design the topic of the thesis. In line with the goal of "student-centered", we will continue to deepen the reform of graduation thesis, promote the development of graduation thesis work by improving the level of graduation thesis, and strive for further development and improvement of graduation thesis work.
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