The first thesis of pedagogy: On the Teaching Practice of Preschool Pedagogy
Since the 1980s, with the rise of teacher professionalization movement, the research center of teacher education in the world has gradually shifted from paying attention to the external factors of teacher education, such as teaching environment and policy factors, to the internal factors of teacher education, that is, how teachers carry out their own education and teaching work, that is, self-professional growth. Can the conventional teaching model based on constructivism be used? Improve the rationality of teachers' classroom teaching practice by concentrating on thinking, analyzing and evaluating the teaching process, or changing educational significance, educational purpose, educational belief, educational decision-making, educational action or educational products? ,? Solving the problem of the separation between theory and practice, making full use of the internal knowledge of teaching and improving the ability of reflection has increasingly become a basic educational principle in the movement of teachers' teaching specialization.
Keywords: reflective ability; Practice; Participatory learning; constructivism
At present, the analysis of the problems existing in the process of teacher training is mainly carried out from two angles. Firstly, from the perspective of the transformation of teacher education institutions, this paper analyzes the shortcomings and defects of teacher training in the new two-level teacher education system after the upgrading of secondary normal universities in China; Secondly, from the perspective of normal students' career development, the training of normal students is linked with the education and training mode, and the factors restricting normal students' competence in teaching posts are discussed.
Research on the Quality of Personnel Training in Teacher Education Institutions
From the perspective of the transformation of teacher education institutions, the researchers believe that the main problems existing in the current teacher training are:
1. The quality of students has declined seriously;
2. The curriculum system and teaching mode are outdated and closed (Li et al., 2009), with no local characteristics and weak academic focus and practice (Su Chunjing et al., 20 10). From the stage of teacher training, the problems in the training of primary and preschool teachers are more serious. Some researchers believe that (Peng et al. 20 1 1), in addition to the decline in the quality of students, the training of primary and preschool teachers has also encountered outstanding problems such as insufficient student plasticity and training potential, and the training model can not meet the requirements of primary education, and even appeared? Normal college graduates can't stand on the three-foot platform? Situation. As far as the reasons are concerned, the researchers believe that (Li, 2009; Ruan Chengwu (2008), with the transformation of China's traditional three-level normal education system to modern teacher education system, the original teacher education, especially the function of training teachers for rural areas, has been weakened? Normalization? Evolution. Moreover, with the upgrading of the teacher education system, the policy advantages of secondary normal schools compared with ordinary high school education have not been translated into higher education level teacher training, and the social prestige and welfare income of teachers' profession are not satisfactory. It has become an indisputable fact that the quality of students in some local normal colleges or teachers' majors has declined. Secondly, in the process of transformation, influenced by many factors, teacher training institutions blindly pursue comprehensiveness and research, lack the awareness of serving the needs of basic education, fail to invest energy and resources to understand the needs of kindergarten education, and explore effective modes and paths for training teachers, resulting in outdated courses and single teaching mode, and graduates cannot adapt to the requirements of modern education. Therefore, in the face of this situation, the author tries to take some attempts in teaching to improve the teaching mode of preschool pedagogy.
(B) Try to reform the teaching mode of preschool pedagogy
1. Emphasize practicality and implement modular teaching. Aiming at the problem of weak practice, combined with the learning content of this course and the characteristics of college students' knowledge structure, the preschool pedagogy course has built a teaching content system that pays equal attention to theory and practice. What is the teaching content? Formal learning+informal learning? Two modules. These two parts are divided into theoretical teaching part and practical teaching part in each module. The first module refers to the teaching module of professional theoretical disciplines. For example, theoretical learning includes history, goals, tasks, etc. Pre-school education, and the corresponding practical learning content is the theoretical corresponding practical skills. The content of module 2 mainly refers to informal learning through extracurricular community activities, such as organizing practical activities related to teaching content, so as to really mobilize the enthusiasm and initiative of society to participate in China learning.
2. Highlighting participation, the project-based textbook consists of twelve chapters, which are divided into six topics and 13 projects by students themselves, with special emphasis on the importance and effectiveness of cooperative learning. Project-oriented, task-driven combined with project discussion, research-based learning, highlighting the teaching mode of combining theory with practice. Informal learning, in the form of group reports and small-scale research, focuses on improving cooperation ability and reflective consciousness. Explore practice? Discuss? Theory? Practical teaching mode stimulates students' interest in learning, guides students to learn independently, and pays attention to cultivating students' ability to find, analyze and solve problems creatively. Based on the basic theory of preschool education, we should combine weekly educational probation activities with classroom teaching activities, extracurricular activities with school teaching skill competitions, combine weekly probation activities (20 hours) or go to the park every other week to carry out special research, so that students can learn preschool education theory more solidly. In addition, it is still a problem that students' thinking mode is rigid and they do not have certain reflective ability. Teaching reflection is the process of forming practical knowledge. Schon believes that practice is essentially a series of problem-solving processes (Zhao Mingren, 2009). Teaching reflection begins with finding problems, and in the process of analyzing and solving problems, it forms its own practical knowledge through constant debugging and communication (Chen Xiangming, 20 10). Judging from the main ways of teachers' professional development, normal students apply the existing theories to concrete practice through teaching reflection, accumulate practical experience, renew their concepts and enrich their knowledge structure on this basis, and change from experienced teachers to research teachers, thus contributing to the improvement of their professional ability (Chen Wei, 20 12). Therefore, the reorganization of the teaching mode from the perspective of practice and participation will help to cultivate normal students with a certain sense of reflection and the ability to participate in cooperative learning, which is based on the integration of practical knowledge and explicit knowledge, so as to really improve the effect of theoretical teaching.
References:
Chen Xiangming. Paradigm exploration-practice? Research on the reflective nature of education [J]. Peking University Education Review, 20 10(04):4 1-53.
[2] Chen Wei. A case study of preschool teachers' teaching reflection. Master's degree thesis of Southwest University, 20 12.
[3] Li. Yuan Guilin. Reflection on China's rural teacher education system. Teacher education research, 2009,21(3): 34? 38.
[4] Su Chunjing. Zhang Jizhou. From the survey of rural teacher education, we can see the curriculum reform of local normal universities. Courses? Textbooks? Teaching methods, 20 10/0,30 (8): 84? 87.
[5] Peng, Chen, Jiang Rong,. Innovate the training mode of normal education and train outstanding primary school teachers in rural areas. Higher education in China, 2011(8): 29-31.
The second thesis of pedagogy: "Analysis of the influencing factors of higher education professional identity"
Higher education is a branch of pedagogy. This paper summarizes the research on the professional identity of graduate students in higher education in recent 12 years, understands the present situation, and analyzes the factors affecting professional identity, which lays a theoretical foundation for perfecting the professional training mode, improving students' professional identity and making them serve the society more effectively.
Keywords: higher education; Professional identity; influencing factor
Definition of the concept of 1.
In China, CNKI? China periodical full-text database? By searching for keywords? Professional Identity of Education Postgraduates in China? You can search to 1678, but use? Professional Identity of Postgraduates in Higher Education in China? There are only three articles as the research object, from 20 1 1 to 20 14, two of which were written by the same person. The earliest scholars began to publish articles on the professional identity of graduate students in higher education in 1993. Generally speaking, from 1993 to 20 14, academic circles are concerned. Professional identity of graduate students in higher education? This concern is increasing. About what? Professional identity? So far, there is no unified definition of "professional identity". Personally, I prefer Wang Dingming's statement that professional identity is divided into three dimensions: cognition, emotion and persistence. The first is cognitive professional identity, that is, students' understanding of their major is the basis of their professional identity. Secondly, emotional professional identity refers to the degree of emotional connection between individuals and majors. Thirdly, the emotional identification with the major will make individuals gain psychological security and emotional pleasure and satisfaction, which will directly produce positive behavioral motives and explicit behavioral effects, thus forming a sustainable professional identification.
2. Influencing factors
Finding out the influencing factors of professional identity is the key to improve the level of professional identity of graduate students. Through literature retrieval, we can see that the level of professional identity of education graduates is mainly influenced by three factors: school, society and individuals, and so is the professional identity of higher education graduates. First, schools, such as tutors, professional knowledge, professional courses, talent training models and so on. (1) Yuan Changlin, a scholar, came to the conclusion through case interviews: the tutor has rich research experience and high professional level, and often guides the graduate students of education to carry out research work. Students' preference for tutors affects students' interest in learning and their level of professional identity. (2) Liu Xu pointed out that the unclear understanding of the professional attributes of this major leads to the problem that the theory and practice of postgraduate training mode in higher education are not unified, which affects students' recognition of this major. (3) Scholar Xiao Lin pointed out that the current postgraduate training mode of higher education is essentially a kind of? Undergraduate course? The training mode and professional curriculum are not reasonable enough, the teaching form is similar to that of undergraduate course, the scientific research training is insufficient, and the assessment is a mere formality, which hinders the improvement of professional education quality. (4) scholar Rebecca shows? Exam-oriented education still exists in postgraduate education of higher education. The spoon-feeding teaching method, pure theoretical teaching and the intensification of employment competition have led many students to be unwilling to devote themselves to the study of professional courses, which has reduced their recognition of the major. Second, in the social aspect, the main society's narrow concept of talent demand. Today's society needs all-round innovative talents. However, the cultivation of professional courses in higher education pays attention to theory and ignores the cultivation of practical ability. In addition, the employment direction of higher education is more single than other majors, and the society knows less about this major, which makes higher education become like this. No major? Our major has lost the opportunity to compete fairly with other majors in employment. In addition, there are defects in the social talent selection mechanism.
For example, we value academic qualifications at the expense of ability, work experience at the expense of potential, examination results at the expense of quality, and talent recruitment at the expense of talent training. Students who have just graduated from higher education are unable to engage in higher education because of their low academic qualifications, or their employment is affected by their lack of experience. Some students hope to change their fate by taking the civil service exam, give up their professional courses, take the civil service exam for the purpose of obtaining academic qualifications, etc., all of which reduce the recognition of higher education students. Third, students' personal aspects, such as students' professional interests, professional understanding, self-evaluation, career planning and so on. (1) Yuan Changlin, a scholar, learned through interviews that some graduate students in education are not interested in their major, or have a low enthusiasm for learning, because they think their professional value is low, and the professional knowledge they have learned will not help them much in their future work, and they are more willing to spend their energy on other aspects. (2) Rebecca, a scholar, explains that students majoring in higher education know nothing about their major, and this major has become a problem for many students who just want to get a master's degree and want to be opportunistic in a short time? Safe haven? Lack of enthusiasm and interest in professional learning, and lack of active cognition of majors after entering school make some students' professional recognition generally low. (3) Li Jun shows that graduate students majoring in higher education in China have no habit of planning their own career, so most students majoring in higher education do not have a strong tendency to improve their professional ability, but aim at obtaining academic qualifications, thus reducing their professional identity. To sum up, schools, society and individuals affect the professional identity of graduate students majoring in higher education in different specific aspects and to different degrees. Compared with the other two factors, I personally think that the personal factors of graduate students in higher education have great influence on the recognition of this major, especially self-evaluation and career planning. Low self-evaluation will not only affect professional identity, but also cause personal inferiority complex, which will eventually lead to nothing; Excessive self-evaluation can improve professional identity, but it will form conceit and affect success or failure. Reasonable self-evaluation can not only enhance the professional interest, but also enhance the understanding of the major, so as to confidently deal with related professional problems and have a high sense of professional identity. In addition, complete and reasonable career planning is the key to enhance professional identity.
Students make their own career plans, which will be the driving force for all progress. It can not only improve their professional interest, professional ability and professional identity, but also enrich their study life and get a higher sense of happiness.
References:
[1] Wang Dingming, Liu Yongcun. A survey of graduate students' professional identity [J]. China Higher Education Research, 2007(8).
[2] Li Jun. Investigation on the current situation of career planning of graduate students majoring in higher education in N University [D]. Nanjing Normal University, 20 13.
[3] Xiaolin. Exploration of postgraduate training mode in higher education [D]. Hunan Agricultural University, 2006.
[4] Rebecca. A survey of professional identity of postgraduate students majoring in higher education? Take Qingxi Province as an example [D]. Northwest University, 20 1 1.
[5] Liu Xu. The professional nature of higher education and its regulations on personnel training [J]. Higher Education Research, 2009(30).
[6] Yuan Changlin. A Study on the Relationship among Professional Identity, Social Support and Self-awareness of Pedagogical Postgraduates [D]. Yunnan University, 20 12.
Pedagogical thesis 3: Some problems about the centralized accounting system of educational accounting.
In the long-term development process, some areas have fully implemented the reform of the rural compulsory education funding guarantee system. For the reform work, we should implement the responsibilities at all levels, and the central and local governments should jointly undertake it and do a good job in overall management at the provincial level.
First, the existing problems in the centralized accounting system of education accounting
As one of the reforms of rural compulsory education funds guarantee system, it has achieved remarkable results from formulation to implementation. It can not only improve the effect of accounting supervision, but also effectively improve the work effect and promote financial supervision. However, there are still many problems in the actual operation of this supervision and management system.
(A) increased the difficulty of accounting supervision. Practically speaking, because accountants have certain independence, they can only examine the legitimacy and integrity of vouchers and procedures from the perspective of financial system, so that they can't grasp the actual situation of business, but can only use relevant regulations and methods to make judgments and conduct mechanical accounting, so that some carefully packaged? Expenditure? It's illegible.
(2) No reimbursement for income and cardiopulmonary bypass. For schools, the financial allocation has been directly transferred from the financial department to the education accounting center. Although this source has been well controlled, some extra-budgetary income has not been included in the accounting center, and cardiopulmonary bypass has appeared.
(C) The quality of accounting information is not high. As far as the current accounting center is concerned, it can only calculate, manage and register the school property subsidiary ledger, but in practice, there are many problems in the fixed assets subsidiary ledger of some units, such as inconsistent accounts and asset loss. For the departments using funds, they pay too much attention to the operation of financial funds and have no scientific management. Especially for the late control of assets, it has not been effectively carried out, so there has been a phenomenon of only accounting without inventory, and finally there has been a phenomenon of information distortion [2].
Second, measures to improve the centralized accounting system of education accounting
(1) Strengthen review. For cardiopulmonary bypass and false invoices, accountants should have a full understanding of the accounting business to be carried out, and also participate in the management of accounting units to clarify the income and expenditure items. And in the process of audit, we should also focus on the source of income, and make it clear whether all of them are accounted for, so as to avoid the occurrence of missing reports and accounts. In addition, we should strengthen contact with relevant departments, form effective management methods, and fully implement the management system.
(2) Do a good job of internal and external monitoring. Do a good job in the management of fixed assets, formulate strict asset scope, formulate effective accounting standards for fixed assets, and improve the asset examination and approval system. For budget units, we should also do a good job in the management of fixed assets, improve the asset custody system, and persist in doing a good job in the inventory of fixed assets to ensure that the accounts are consistent with the materials. In addition, it is necessary to formulate a sound asset inventory system to track and grasp the changes in assets in a timely manner.
(C) to do their own management, to avoid formal management. First of all, for the accounting center, it is necessary to do regular job rotation. For the accounting staff in the accounting center, if they are in a fixed working state, it is easy to have feelings with the reimbursement staff in the unit, so emotional problems will inevitably occur when reviewing reimbursement. Therefore, in view of this phenomenon, the post rotation system can be adopted to avoid human relations. And for the staff of the accounting center, facing a brand-new accounting unit, they can be reimbursed in strict accordance with the requirements of relevant norms, which also increases the effect of accounting supervision and management. Secondly, we should do a good job in internal audit. In practice, schools and accounting centers can be included in the inspection scope, and accounting data can be audited regularly or irregularly, thus standardizing financial management and restraining income and expenditure behavior. In addition, in the process of internal audit, we should constantly adapt to the relevant requirements of accounting statements, and adjust the methods and means on this basis, so as to effectively reduce the risk of education audit. Finally, we should constantly improve the internal control system. For the accounting center, in the audit process, we should strictly abide by the relevant management systems and requirements to ensure the quality of accounting. In addition, we should constantly improve the relevant management measures, strictly investigate the responsibility for the phenomenon of wrong accounts, restrain people's behavior with the system, and effectively guarantee the operation of funds.
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