Keywords: undergraduate course; Primary education major; course
Basic education is very important for the cultivation of talents, and the curriculum and arrangement of undergraduate primary education majors are directly related to the cultivation of outstanding educational talents. In order to keep up with the needs of innovation and reform in the field of education, further cultivate outstanding educational talents and promote the optimization of educational courses, it is of great significance to set up and optimize the curriculum of undergraduate primary education. At present, there are many unreasonable places in the curriculum of undergraduate primary education in China. The existence of problems will restrict the professional development of teachers and the development of educational reform in basic fields. It is imperative to solve the problems existing in the curriculum and optimize the curriculum. The following is an analysis of the curriculum of primary education major with bachelor's degree.
First, the problems of undergraduate primary education curriculum
There is still room for further optimization in the curriculum implementation form, curriculum content structure and teaching mode of primary education major with bachelor degree, as shown in the following figure.
(A) the curriculum structure
There is a typical structural imbalance in the curriculum of primary education major with bachelor degree. In the undergraduate course system, the proportion of compulsory courses in most colleges and universities is high (more than 2/3), and the proportion of elective courses is low, which is not valued. The curriculum goal of undergraduate primary education major is to cultivate teaching talents with solid theoretical knowledge and professional teaching skills. Especially, as a typical normal major, the primary education major pays more attention to the cultivation and promotion of students' knowledge and ability in all aspects, and strives to cultivate excellent teachers with all-round development. Therefore, in the setting of professional courses, schools must closely follow the characteristics of primary education, teachers' professional skills needs, primary school students' physical and mental development needs, hobbies and so on. Set up elective courses and compulsory courses scientifically and reasonably to meet the training requirements of primary education majors in students' hobbies, professional ability, professional skills and cultural literacy. There is a general phenomenon that the proportion of theoretical courses exceeds the proportion of practical skills courses in the arrangement of theoretical courses and practical skills courses for primary education majors with bachelor's degree. At the same time, less attention is paid to artistic skills courses such as music, art, painting, dance and calligraphy, and the curriculum directly affects the cultivation and exercise of teachers' professional ability. Judging from the situation of domestic undergraduate colleges, the proportion of practical courses for primary education majors is only 10% ~ 25%, which runs counter to the characteristics of practicality, operability and application of education majors. Although students have a solid theoretical foundation, their practical skills are inevitably weak, forming a typical phenomenon of high education and low teaching ability. The imbalance of curriculum structure directly leads to the inconsistency between the training objectives of primary education professionals and the current situation, the unsatisfactory cultivation and improvement of students' teaching ability, and the inconsistency between their ability and academic qualifications. At the same time, it also restricts the application of innovative teaching concepts and teaching methods by educators in the future, which is not conducive to cultivating high-quality outstanding primary education talents.
(B) Course content and structure issues
As an important part of compulsory courses, general education courses pay attention to the cultivation of students' humanistic quality, which is a typical part of humanistic education. Among the primary education majors in domestic universities, general education courses only focus on the improvement of students' cultural literacy, and there are still some deficiencies in the cultivation of humanistic literacy, the expansion of horizons, and the cultivation and exercise of innovative exploration spirit. In the course content setting, the lack of general education courses and related art courses directly restricts the improvement of students' professional quality and comprehensive quality. In particular, some undergraduate colleges lacking in resources and conditions naturally lag behind in the cultivation of students. At present, the eastern universities and key universities in China have a high proportion of related courses and rich resources, while the western regions and local universities are relatively lacking. The curriculum content of primary education specialty is generally single and lacking in new ideas, and the internal structure of the curriculum is unreasonable. For example, as a compulsory course of sex education for students majoring in primary education, subject courses mainly focus on educational principles, curriculum and teaching theory, Chinese and foreign educational history, etc. There are few courses on children's physical and mental development and research in primary education, which are neither elective nor compulsory. The students trained in primary education major will mainly engage in primary education in the future, and the lack of this content will directly affect their professional skills and quality. Although some colleges and universities offer related courses, they are not rich in resources and have no classification, and the substantive effect is not good.
The unreasonable internal structure of the curriculum is mainly reflected in the personality and practical curriculum of the education major. For example, in the training of primary education majors in domestic universities, professional teachers in different training directions, such as primary school Chinese, primary school mathematics, primary school English teachers, etc. , but also because of the different bias. Some categories are more detailed, such as primary school English, art, physical education and so on. Through careful classification, cultivate excellent teachers in various disciplines; Others focus on cultivating professional teachers with high comprehensive quality, and the structure is mainly comprehensive education. In addition, in the teacher education curriculum, such as China culture. The lack of painting foundation and dance art also makes the curriculum structure unscientific. The lack of practical courses for primary education majors with bachelor's degree and the narrow scope of practice mean that students can't get effective exercise, and the low credit and proportion of practical courses also make students pay less attention to such courses. Some practical courses are a mere formality, lacking operability and practicality, and teachers are not committed to curriculum arrangement. The existence of these problems means that undergraduate primary education majors must make progress and improvement in the curriculum, so as to promote the progress and development of students' knowledge and ability.
(C) the concept of the curriculum
The problem of one-sided pursuit of theoretical knowledge in the curriculum design concept of undergraduate primary education specialty has a long history. The curriculum of undergraduate majors in China adheres to the discipline standard. Although students can get a systematic, complete and comprehensive knowledge system education, the development and excavation of educational functions are quite limited. This is undoubtedly contrary to modern quality education and people-oriented education concept, and at the same time ignores the function of education to promote human development. Too much emphasis on theory will restrict the progress and development of education specialty, which is not conducive to the progress of academic research and the innovative development of educational practice. On the whole, the educational value and professionalism of primary education can not be fully reflected.
Second, the countermeasures to improve the curriculum of undergraduate primary education specialty.
(A) improve the curriculum structure
Primary education majors with bachelor's degree should actively improve the curriculum structure, and deal with the relationship between compulsory courses and elective courses, general courses and subject courses, education courses, and the relationship between theoretical courses and practical courses. In terms of elective courses and compulsory courses, we should get rid of the simple distinction between primary and secondary courses and set them with functions, characteristics and goals. Compulsory courses solve the universal problems in the training of primary education professionals, while elective courses solve the special problems, reflecting the comprehensive high-quality talent training model. Elective courses should focus on students' hobbies and specialties, expand the depth of students' professional knowledge learning, run through four-year undergraduate education, enrich students' study life and provide students with more opportunities and choices for personalized education. It is necessary to clarify the position, function and value of cognitive education courses, academic courses and general education courses, arrange courses according to priority, weight and internal logical relationship, and further optimize them in combination with talent training objectives and teaching needs. In order to highlight the practicality of education specialty, we should pay attention to the curriculum of education specialty and increase its proportion. We should pay attention to cultivating and training the professional skills of primary education talents and improve students' future professional quality. In the cooperation between theory course and practice course, we should pay attention to solving structural contradictions and really solve the two problems of "what to teach" and "how to teach". Through cross-setting courses, students' practical skills are cultivated, and the combination of theory and practice is truly achieved, so that students can apply what they have learned.
(B) focus on children's development curriculum
In the future, the talents trained by primary education majors will mainly be oriented to children's education. It is necessary to adhere to the "child-oriented" educational concept and offer relevant courses for children's physical and mental development, so that students can master the relevant knowledge of children's healthy growth and serve the future employment and career development. The curriculum of children's development should closely follow the needs of primary education and focus on the teaching objectives of the major itself, so as to ensure that students can successfully master all kinds of knowledge and skills in the learning process and truly serve the future children's education. In order to make the "children-oriented" educational concept deeply rooted in students' minds, we should reaffirm it as the basic concept of primary education major, ensure that the educational concept is implemented and implemented in primary education major with undergraduate education, and take the courses related to children's physical and mental health development as the teaching focus to promote the synchronous development of students' humanistic spirit and scientific spirit. Primary education majors should regard respecting children and paying attention to their physical and mental needs as their future professional ethics and standards. When offering courses, we should focus on improving the content in this respect, constantly adjust the course content and structure, adjust the course content, class schedule and course structure according to the teaching situation and employment needs, introduce children's medicine, sociology of childhood, children's culture and other courses, enrich the teaching content, and provide support for the future career and development of primary education students.
(3) Training outstanding talents
Colleges and universities should actively improve the curriculum of primary education major with bachelor's degree, aim at cultivating scientific research and reflective primary school teachers, strengthen the cultivation and exercise of their professional ability, reflect and sum up experience in time, and continuously improve the teaching level. In training outstanding talents, we should actively introduce modern educational concepts and technologies, use new means to broaden students' horizons, stimulate students' learning enthusiasm and enthusiasm, keep students in a good learning state all the time, build high-quality primary education with solid theoretical knowledge, excellent practical ability and advanced educational technology, and become high-quality outstanding professionals. It is necessary to set goals around the curriculum of primary education major, clarify the professional training objectives and key points of construction, optimize the talent training scheme, and promote the comprehensive reform of the important links of professional development such as training mode, teaching staff, curriculum materials, teaching methods and teaching management by optimizing the construction scheme in accordance with the principles of accurate positioning, focusing on connotation, highlighting advantages and strengthening characteristics, so as to promote the overall improvement of talent training level. It is necessary to meet the needs of primary education, update and improve the teaching content, optimize the curriculum, and form a distinctive core curriculum group; Deepen teaching research, update teaching concepts, pay attention to teaching students in accordance with their aptitude, improve teaching methods and means; Combining the professional characteristics and the requirements of talent training, we should increase the proportion of practical teaching, reform the content of practical teaching, improve the conditions of practical teaching, and innovate the practical teaching mode to achieve the goal of cultivating outstanding talents.
Third, the conclusion
There are many problems in the curriculum of undergraduate primary education major, such as unbalanced curriculum structure and unreasonable content setting, which directly affect the cultivation of outstanding educational talents. Colleges and universities should face up to the problems and disadvantages existing in the professional curriculum in the field of undergraduate primary education, actively take effective countermeasures, improve the curriculum structure, introduce children's development courses, cultivate outstanding talents, construct scientific and reasonable professional courses in primary education, and promote the progress and development of undergraduate primary education.
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