The first paper on the principles of pedagogy
Teaching reform of pedagogy principles
Abstract: At present, the teaching quality of educational principles in colleges and universities in China is not optimistic, and students generally lack the initiative to learn. This paper analyzes the main problems existing in the teaching of pedagogy principles and discusses the reform countermeasures.
Keywords: principles of pedagogy; reform in education
About the author: Li (1973-), female, from Meitan, Guizhou, is an associate professor of zunyi normal University, and her research direction is the principles of pedagogy.
China Library ClassificationNo.: G7 12 Document ID: A DocumentNo.:1001-7518 (2012) 08-0034-02.
In China, the principle of pedagogy includes two aspects. On the one hand, the principle of pedagogy is the principle of pedagogy. What is the second most important subject? One of the disciplines. On the other hand, the principle of pedagogy is an important basic course for all pedagogy majors. Among them, pedagogy, as a basic course, is an important open class for students in normal universities and students who want to obtain teacher qualifications. The principles of pedagogy have different names in different universities. The main task of this basic course (introduction to education, general theory of education, pedagogy) is to cultivate students with systematic and solid basic theoretical knowledge of pedagogy. However, at present, in China, the effect of such a basic course as Principles of Pedagogy is not ideal. A large number of students are not clear about the objectives and tasks of pedagogy principles, and some students are not interested in it. They deeply feel that the content of pedagogy principles is boring and want to be divorced from teaching practice. Starting with the current situation of the teaching of Principles of Pedagogy in colleges and universities in China, this paper analyzes many problems existing in the current teaching of Principles of Pedagogy, and puts forward corresponding reform measures. The basic course of pedagogy principles mentioned in this paper is mainly aimed at undergraduates.
I. Existing problems
(A) the student problem
The low enthusiasm of students is mainly reflected in the fact that most students are not interested in the basic course of educational principles. The main reason is that students misunderstand the principles of pedagogy. A considerable number of students regard the principles of pedagogy as an introductory course and are unaware of the importance of theoretical study. Although pedagogy is a practical subject, experience and practice are necessary. However, practice without theoretical guidance is blind and ineffective. Therefore, most college students should not only attach importance to the study of practical courses such as educational practice, but also attach importance to the theory before practice and avoid blind practice.
Teaching material
In fact, at present, the teaching materials of pedagogy principles are varied and endless. There are both self-made textbooks in colleges and universities and old textbooks that have lasted for many years. For example, the quantity is seriously overspent, but the quality needs to be improved, and there is a serious shortage of fine classic teaching materials. Colleges and universities generally face the problems of outdated, empty and lack of individuality teaching materials. The quality of teaching materials reflects the impetuous style of publishing industry in China. In order to keep up with the pace of teaching reform, a considerable number of textbooks still continue the framework of the old textbooks, only slightly modified in several chapters. There are also some teaching materials that are the result of patchwork of different teaching materials and lack hierarchy and logic. On the other hand, the current teaching materials of pedagogy principles lack reality. Although the task of pedagogy principle is to let students understand the basic theory of education. But theory comes from practice. Pedagogy is a practical course in the final analysis. At present, the educational practice is changing rapidly, so the theoretical research of pedagogy should keep up with the pace of practice and reflect the times and practicality.
teaching method
At present, the development of the principles of university pedagogy in China still belongs to theoretical teaching. Therefore, from the perspective of teaching form, it is still a form in which teachers teach, students listen and teachers lead. In terms of teaching methods, college teachers generally adopt the teaching method. The teaching form of centralized teaching is still the main theme. The advantage of teaching method is mainly reflected in the high teaching efficiency. Because colleges and universities are different from primary and secondary schools, the teaching materials are large and miscellaneous, but the teaching time is extremely limited. Teaching method is still the most common choice for teachers to complete many teaching tasks in limited classroom time. In addition, at present, the teaching of pedagogy principles in colleges and universities in China has realized multimedia and informationization. The application of information technology can effectively improve teaching efficiency. But the improvement of speed leads to students' passive listening and thinking. For example, many young teachers lack teaching experience and can only read by slides in class. There is a serious lack of interest in teaching, and students cannot participate effectively, which leads to poor teaching quality.
(D) Teaching evaluation
The single teaching evaluation form is the most important factor affecting the teaching quality of pedagogy principles in colleges and universities in China. At present, most colleges and universities in China still use the evaluation method of examination. Closed-book examination is still the most important and convenient evaluation method. Students can find the answers to most questions in the test paper in the textbook. According to the author's investigation, there is a common hidden rule that teachers delimit the examination scope before the exam in most colleges and universities in China. In order to pass the exam, the students made a surprise attack before it. The usual classroom teaching is a mere formality. In order to cope with the exam, most students memorize the contents of Principles of Pedagogy and sharpen their guns at the last minute, but they can't really understand the basic concepts in Principles of Pedagogy and the basic ideas of educators. After the exam, the learning content in the classroom at ordinary times becomes a thing of the past.
Second, the reform discussion
(A) effectively mobilize the enthusiasm of students
Mobilizing students' enthusiasm for learning the principles of pedagogy should start from two aspects. On the one hand, students should attach importance to their own thoughts. Although practice is the only criterion for testing truth, the importance of educational practice is self-evident. However, college students generally lack teaching experience, have many misunderstandings about teaching practice, and idealize the application and understanding of teaching theory. Therefore, on the one hand, theoretical study can provide theoretical guidance for students' future teaching practice and avoid blind practice. More importantly, theoretical study can help students really understand education, including the purpose of education, the thoughts of educators, the history of education and so on. And can correctly understand the educational phenomenon and objectively understand the educational problems. Educational practice is extremely complicated and uncertain. How do novice teachers respond tactfully and have practical wisdom when they encounter thorny teaching problems? Pre-theoretical study is extremely important for cultivating teachers' teaching wit and practical wisdom. Because the basic theoretical problems of pedagogy come from teaching practice, they are the crystallization of practical problems and have been tested by practice. Although there are no universally applicable teaching principles and teaching methods in the teaching content of pedagogy principles, the theoretical study of pedagogy principles at least provides a reference perspective and example for college students in future teaching practice.
(2) Pay attention to the selection of teaching materials and the refinement of contents.
Teaching materials are the guarantee of high quality teaching. In order to improve the teaching quality of pedagogy principles, colleges and universities in China should first choose teaching materials. At present, the textbooks of the same subject and major on the market are dazzling. Therefore, college teachers should first be familiar with different versions of teaching materials, compare different versions of teaching materials, and then consider and choose appropriate teaching materials according to their own school orientation and students' characteristics. In addition, the choice of teaching materials does not mean that the teaching materials are unique. Because different textbooks have different emphases and highlights, one textbook is the main one in class, and you can refer to other textbooks after class. By reading and studying different versions of textbooks, students can deepen their understanding of the same problem and form a critical consciousness. On the other hand, teaching materials should not be limited to textbooks. Network resources and periodical literature are also effective teaching materials and teaching contents. In fact, a considerable number of textbooks lag behind the current research. Therefore, university teachers should provide students with resources other than textbooks according to specific teaching contents. For example, when teaching the essence of teaching, most textbooks only list a few viewpoints. Teachers can provide students with the most novel viewpoints and perspectives of current scholars. On the one hand, students can understand different views on the same issue. On the other hand, students can realize the limitations of textbooks, learn to criticize textbooks and improve their self-study ability.
Furthermore, teachers should go beyond books and add their own understanding of the teaching content to attract their own views. Teaching in colleges and universities is different from that in primary and secondary schools. There are no standard answers to many questions. Pedagogy is an open discipline, and textbooks or papers only provide a perspective. Teachers can also stimulate students' own thinking and form their own views when expounding their own views, thus surpassing books and textbooks.
(C) diversification of teaching methods
At present, the teaching of pedagogy principles in most colleges and universities still belongs to theoretical teaching. Theoretical teaching mainly adopts professor's teaching methods and class hours. Teaching of theoretical teaching forms. By adopting this teaching method, teachers can ensure the completion of teaching tasks within the specified time. However, the disadvantages of this kind of teaching are also obvious. A considerable part of the teaching content of pedagogy principles comes from teaching practice. However, most college students lack teaching practice, so it is generally difficult to understand this part. This requires teachers to update their teaching methods. In addition, some teaching contents are controversial and there is no unique answer. At this time, teachers can combine other teaching methods to ensure that students can deeply understand the teaching content. For example, the debate about the definition of education in the principles of pedagogy. The teacher can divide the class into several groups. Different group members discuss the rationality and irrationality of different definitions respectively. On the one hand, this way can stimulate students' interest in learning and arouse their enthusiasm. On the other hand, it can help students learn to think independently, think independently and construct their own thoughts. Therefore, college teachers should change the traditional teaching mode, which focuses on knowledge explanation and students' listening, guide students to learn actively in questioning, investigation and inquiry, and promote students' participation in teaching. The principle of pedagogy can break through a single teaching method and adopt the following teaching methods.
1. Case teaching. The application of case teaching method in the principle of pedagogy should pay attention to theory and principle. Good cases not only contain a lot of problems in current educational practice, but also contain rich knowledge and academic information. Teachers should not only screen cases, but also guide students to learn to analyze cases and combine case analysis and discussion with theory.
2. Group discussion. The teacher can divide the class into several groups at will. Members of each group can express their opinions and evaluate each other on the theoretical knowledge they have learned. On the one hand, students can broaden their horizons and enrich their theoretical knowledge by listening to other students' views. On the other hand, students' expressing their views is also a process of re-creation, learning and training.
3. Inquiry teaching. Teachers can choose different topics for students, students can consult the literature after class, and finally show it in class in the form of reports. This teaching method can effectively cultivate students' self-study ability and independent research ability.
In a word, teaching in colleges and universities is different from teaching in primary and secondary schools, and it is necessary to break through the traditional fixed thinking mode of imparting knowledge. Teaching in colleges and universities should focus on cultivating students' critical thinking and the ability to integrate theory with practice, rather than just memorizing theories.
(D) Diversification of teaching evaluation
The evaluation method of examination will not only stimulate students' learning, but also cause students' utilitarian mentality. At present, in China's education system, test scores are linked to students' credits and evaluations. In order to get credits and degrees, students are forced to digest and understand what they have learned in the process of preparing for the exam. Therefore, the exam is also a learning process. However, examination is not the only way to evaluate. In order to cope with exams, students often adopt rote learning methods, which ossifies their thinking. Therefore, colleges and universities should establish multiple evaluation methods. For example, teachers can design a theme for students, encourage students to form academic papers or reports around related topics, and evaluate students according to the quality of the papers or reports.
In a word, teachers and students in colleges and universities should attach importance to the study of educational principles and basic theories and problems. As Hansen said:? Observation is permeated with theory, and any observation has theoretical load. ?
References:
Wang Tiejun. Reflection on China's pedagogy —— Pedagogy is not an instruction, but has higher power [J]. Journal of East China Normal University (Education Science Edition) 199 1(2).
[2] Shen, Shi Lianhai. Discussion on Teaching Reform of Pedagogy Principles [J]. Journal of Liaoning Education Administration College, 20 10(3).
Principles of pedagogy thesis ii
Discussion on Teaching Reform of Pedagogy Principles
Aiming at the problems existing in the teaching of pedagogy principles, this paper discusses the reform strategies of scientific practice teaching. It has played an active and effective role in improving teaching level, optimizing teaching effect and cultivating comprehensive talents in the new period.
Keywords:: Pedagogy Principles Teaching Reform Strategy
China Library Classification Number: G420 Document Identification Number: Part A Number:1673-9795 (2013) 03 (b)-0057-01.
Principles of pedagogy is an important basic course of pedagogy. Through practical teaching, students can master rich educational theories and consolidate their comprehensive abilities. At present, the effect of the principles of pedagogy in China needs to be further improved, and many students do not fully understand the objectives and tasks of the subject and cannot stimulate their interest in learning. There are also some students who feel that the teaching content of pedagogy principles is monotonous and cannot be closely linked with teaching practice. In view of this situation, it is of great practical significance to explore how to scientifically reform the teaching of pedagogy principles and formulate scientific and effective practical strategies for improving education level and stimulating students' interest in learning.
1 practical problems in the teaching of pedagogy principles
In the practical teaching of pedagogy principles, many students do not correctly realize the importance of this subject teaching, and there are some misunderstandings in the cognitive level. Although pedagogy is a practical subject, it also needs the effective guidance of scientific theory. Therefore, students should not only attach importance to educational practice, but also pay attention to strengthening theoretical attention in the early stage of practice to avoid blind teaching practice. At present, there are many kinds of teaching materials for the principles of pedagogy, showing some bad problems, such as the quantity reaching the standard, the quality needing to be further improved, and the lack of classic high-quality teaching materials. In some schools, there is a common phenomenon that the teaching content of textbooks is outdated and single, and it is impossible to highlight personality. In order to quickly keep up with the pace of teaching reform practice, some textbooks still continue to apply the old framework of teaching materials system, with only a few chapters slightly modified. However, some textbooks draw lessons from many textbooks and make them into a single content, lacking scientific logic and rich levels. In addition, many textbooks written according to the principles of pedagogy are unrealistic. Pedagogy is a practical teaching course with rich and colorful educational practice. Therefore, the theoretical research of pedagogy should keep up with the pace of practical development, so as to reflect good practicality and characteristics of the times. At present, the principles of pedagogy in many schools in China are still at the level of theoretical teaching, and the teaching forms are mostly teachers imparting knowledge and students learning passively. Although it improves the teaching efficiency, it can't effectively stimulate students' interest in learning. In addition, in the information age, teachers rely too much on multimedia courseware and slide teaching, and do not pay attention to good interaction with students, which leads to the failure to improve teaching quality. From the perspective of teaching evaluation, there is a bad problem of single form. Some schools still adopt the single evaluation mode of closed-book exam, which makes students pay too much attention to the training of exam-taking skills, resulting in the bad problems of sudden study before the exam and quick forgetting after the exam.
2 Pedagogy Principles Teaching Practice Reform Strategy
2. 1 Improve students' learning enthusiasm
In view of the current situation that students' enthusiasm is not strong in the practical teaching of pedagogy principles, we should improve students' attention from the ideological level. Although the test of truth needs to be completed through practice, the applied teaching theory is often too idealistic because students in school usually lack rich practical teaching experience and have misunderstandings about teaching. Therefore, strengthening theoretical study can provide high-quality theoretical guidance for students' practical teaching and put an end to the disadvantages of blindly following practice. Theoretical study can also help students correctly understand the connotation of education, set up scientific educational goals, grasp the essence of educators' thoughts, clarify the history of education, and objectively clarify educational problems through educational phenomena. Practice teaching is more complicated and contains more uncertainty. In the stage of dealing with teaching problems, it is particularly important for young teachers to be witty and flexible and form practical wisdom. Therefore, in the teaching stage of pedagogy principles, teachers should guide students to understand the importance of learning this subject, provide students with a scientific practical reference, expand their educational horizons, and then comprehensively enhance their enthusiasm for learning, guide students to develop based on pedagogy principles, and provide high-quality reference examples for their educational practice.
2.2 Pay attention to the optimization of teaching materials and the good refinement of core content.
High-quality teaching materials can ensure efficient and good teaching practice, so we should choose teaching materials scientifically. In view of the current rich and varied teaching materials of pedagogy principles, teachers should comprehensively compare different versions of subject teaching materials and be familiar with them scientifically. Through careful consideration, make a good choice according to the development orientation of the school and the comprehensive characteristics of professional students. At the same time, the selection of textbooks does not mean uniqueness, and each textbook has its key research contents and highlights. Therefore, classroom teaching can be dominated by a textbook, and students can refer to basic subject textbooks after class. Let them deepen their understanding of problems and enhance their critical spirit through rich textbook reading and practical study. In addition, the choice of teaching materials should not be limited to the scope of textbooks, and network resources and periodical literature can also be used as teaching content. In practice teaching, teachers can further enrich students' horizons, provide them with the most cutting-edge discipline theory and the most unique learning perspective, and expose students to different perspectives on the same problem. It can also cultivate students' practical ability to judge the limitations of teaching materials and promote the optimization and improvement of students' self-study ability. Furthermore, in the practical teaching stage, teachers should effectively cross the book content, introduce their own unique views on the content of pedagogy principles, stimulate students' innovative thinking, and optimize the teaching effect.
2.3 diversified application of teaching methods to improve the teaching level
(1) Based on case teaching, promote the effective combination of theory and practice teaching. The case teaching method should be scientifically applied in the teaching of pedagogy principles, so that students can master the relevant theories and principles of pedagogy through cases. The case should involve the problems contained in the current education stage, and cover diversified subject knowledge and advanced academic knowledge. Teachers should do a good job in case selection, guide students to implement case analysis, master research skills, and promote the effective combination of case analysis, discussion and theoretical study. (2) Actively organize group discussions. In practice teaching, teachers can divide the class students into different groups at random, and the members in the groups can express their understanding and evaluate each other on the theoretical knowledge of pedagogy. On the basis of listening to the views of peers, students can enrich their horizons, expand their theoretical knowledge, speak freely and express their views, thus optimizing the process of learning, re-creation and comprehensive training. (3) Carry out inquiry teaching to improve students' comprehensive learning ability. In the teaching stage of pedagogy principles, teachers can design and write different topics for students, so that they can use network information tools to consult documents independently after class and show them in class through report mode. This teaching method can comprehensively cultivate students' comprehensive ability of independent learning and independent inquiry, and then achieve twice the result with half the effort.
2.4 Enrich teaching evaluation and optimize teaching effect.
Examination should not be a simple teaching evaluation model, otherwise it will make students form a rigid learning model for examination. Therefore, we should create a diversified and rich teaching evaluation model. For example, teachers can design and compile a teaching theme, and let students form reports and write academic papers around related content themes, and comprehensively evaluate the learning effect of students according to their comprehensive quality. We can also use the usual grades, attendance rate, after-class homework completion and students' internship ability as teaching evaluation methods, and design some open questions to examine students' flexibility, summability and self-innovation ability, so as to truly optimize the teaching effect and improve students' comprehensive learning level.
3 Conclusion
In short, in view of the problems existing in the teaching practice of pedagogy principles, only by formulating scientific and effective coping strategies, enhancing students' interest in learning, focusing on the optimization of teaching materials, using diversified teaching methods and enriching teaching evaluation, can the teaching effect be optimized, students' comprehensive practical ability be improved, and all-round development of subject talents be cultivated.
refer to
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[2] He Fang. On the teaching reform of curriculum and teaching theory in normal universities [J]. Journal of zunyi normal University, 2009, 1 1 (4): 92-94.
[3] Ru Zongzhi. Teaching epigrams of famous educational sayings ―― A new exploration of pedagogy teaching reform in normal universities [J]. Cultural and educational materials, 2007 (17): 37-39.
[4] Chen Shuanghui. Learn first and then teach? Is to let students learn fully and independently [J]. Daguan Weekly, 20 1 1 (43): 79.