In our daily study and work, everyone has written a paper. With the help of the paper, we can achieve the purpose of discussing problems and conducting academic research. So, how to write a paper? The following is my reflection paper on the teaching reform of normal education major in higher vocational colleges, hoping to help you.
Paper Keywords: Higher Vocational Education Teaching Reform Skills Education Practice Course Talent Training Mode
The teaching reform of higher vocational education specialty is a breakthrough to improve the teaching quality of higher vocational education and create higher vocational characteristics. Reforming the professional system of higher vocational education has become a major event in the development of higher vocational education. The curriculum reform of higher vocational education majors can start with increasing the proportion of skill education courses, paying attention to the educational effect of educational practice courses, reforming the teaching mode of professional education courses, and cultivating teachers' educational specialization, so as to accurately locate the training objectives of higher vocational education majors. We should actively explore diversified talent training modes; Intensify the reform of curriculum system and teaching content.
With the arrival of knowledge economy and the implementation of the strategy of rejuvenating the country through science and education, the next decade will be the golden age for the development of higher education in China. As a local higher vocational college, how to adapt to the needs of future development and cultivate high-quality talents with innovative spirit is an urgent problem that we must face up to and solve.
First, the understanding of the teaching reform of higher vocational normal education specialty
Normal education is a comprehensive and practical educational undertaking. Teachers engaged in normal education are special. Higher normal education is a vocational education focusing on training basic education teachers. After the founding of the People's Republic of China, teachers in normal schools mainly rely on the cultivation of education majors in secondary normal schools. The Ministry of Education clearly stipulates that schools that train school teachers are normal schools, which can be set up independently to train a large number of teachers to meet the needs of normal development. In order to run normal schools well and train qualified and high-quality normal teachers, the Ministry of Education has also promulgated the Regulations on Higher Normal Schools, pointing out that the education department of normal universities should set up pre-school education groups to train teachers in secondary preschool normal schools. With the in-depth development of China's educational reform, great changes have taken place in the field of preschool education. At present, a wide range of preschool education institutions in our city have greatly improved their requirements for preschool teachers. They should not only master the basic theories and knowledge of preschool education, but also have the spirit of innovation and in-depth research on education, so as to become a teacher with development potential. With the deepening of curriculum reform, the concept of new curriculum has penetrated into preschool education institutions. In a sense, education puts forward higher requirements for these ideas, which also requires the continuous reform of teacher education specialty to adapt to this change.
Second, increase the proportion of skill education courses.
At present, the poor artistic education skills of students majoring in preschool education in normal universities are the bottleneck restricting the development of preschool education in normal universities. The reason is closely related to the enrollment system of preschool education students in normal universities, the lack of art education courses and the lack of skills training for students. First of all, the defects of the enrollment system lead to the congenital deficiency of normal students' art education skills. The enrollment of students majoring in preschool education in normal universities is mainly based on the results of cultural courses in college entrance examination, while the investigation of their basic artistic literacy such as fine arts is neglected, that is, the interview is lacking. Many students don't know music, painting and dancing, and their language skills are poor. This brings great difficulty to the cultivation of professional skills in the future. Secondly, the imbalance in the proportion of skill courses leads to acquired malnutrition in the skill training of normal students. Compared with normal schools, the skills course in normal schools has been running through the whole three-year education, and it also occupies a large proportion in the whole course. In normal university, music, art and other courses are only offered for two years and four semesters. During students' probation and internship in the third and fourth grades, some art skills learned in the lower grades become unfamiliar without practice for a long time. Poor art education ability is also an important factor that leads many teachers to exclude preschool education students in normal universities.
Third, pay attention to the educational effect of educational practice courses and reform the teaching mode of professional education courses.
Teachers are a very practical profession, and they need strong teaching practice ability, which can only be developed and improved in the specific teaching practice of normal education. It is not only an important link to train qualified teachers, but also the best way to integrate theory with practice to train students' ability to analyze and solve problems by using what they have learned through the teaching practice of normal education. The course of educational practice in normal universities mainly includes two parts: educational probation and educational practice. Due to the influence of subjective and objective factors such as manpower, material resources and financial resources, the establishment of educational practice courses for preschool education majors in normal universities in China has always been in a light position in the whole teaching plan. In the process of practice, teachers often regard normal practice as training normal students' skills in preparing lessons and attending classes, without paying attention to training normal students to participate in all-round educational activities. The single form and simple content of probation and practice make the educational practice in normal universities a mere formality and fail to achieve the expected educational effect. Reform the teaching mode of professional education courses and improve the classroom teaching effect. The traditional teaching mode in normal universities is centered on "teaching", and students are in a passive position, and their enthusiasm and creativity are restrained to some extent. After the reform, preschool education in normal universities must change from "teaching" to "learning" and from "imparting and accepting knowledge" to "solving problems". Teachers in normal universities should pay close attention to the new trend of the development of normal education, adjust the teaching content in time according to the reality of the development of normal education, and make the teaching content close to the reality of normal education activities.
Through the reconstruction of the curriculum system of preschool education specialty in normal universities, the cultivation of students' comprehensive quality in preschool education specialty in normal universities can really achieve results, and the preschool education specialty in normal universities can develop steadily to meet the objective needs of preschool education development.
Fourth, strengthen the cultivation of teacher education specialization.
(A) Problems in teacher education specialization
The development of teacher specialization objectively requires the specialization of teacher education. However, there are some problems in the professionalization of teacher education at present, mainly in the following aspects:
1. Not paying enough attention to the public courses of pedagogy and psychology. For a long time, pedagogy and psychology have been compulsory courses in normal universities, which have become an important symbol that distinguishes normal universities from other schools.
2. Lack of cultivation of students' teaching skills. Our previous normal school education was successful in training primary school teachers, because the school attached great importance to the cultivation of students' teaching skills, and students were well-trained in calligraphy, pen and chalk, oral expression and speech, laying a solid skill foundation. However, after the abolition of secondary normal schools in various places, this good tradition of training teachers disappeared. On the other hand, the characteristics of current teacher education are not obvious, and the most prominent point is that schools do not pay enough attention to the cultivation of students' basic teaching skills.
3. There is less time for practice. There are even fewer opportunities and time for students to practice. Generally, schools only arrange internships for students in the last academic year, and the time is generally one month. Excluding the preparation time and round-trip time, it is only 20 days. During these 20 days, students have to listen to several classes, prepare teaching plans, and be able to give lectures on the podium in person, with at most five or six classes and at least one class. In this way, the internship is over before the students find the feeling of being a teacher. By the time students find their own shortcomings or even find that they are not suitable to be teachers at all, they are already facing graduation and have no chance of promotion. (B) Some suggestions on the professionalization of teacher education
For a long time, teacher education has neglected the characteristics of teachers' specialty, which makes the theoretical basis of teachers' education poor and their teaching skills low, which directly leads to the low quality of teachers in China. Therefore, teacher education must reflect the characteristics of teachers' profession, and always remember that its task is to train professional teachers, which is of great significance to teachers' professional development.
1. Strengthen the construction of public courses such as pedagogy and psychology.
The opening of public courses such as pedagogy is one of the important signs that normal colleges are different from other schools, and it is an important embodiment of normal nature. Only by learning these courses well can we deal with problems with a rational attitude in our future work, rather than relying on experience or taking it for granted. Schools should attach importance to the discipline construction of pedagogy. The most basic point is to ensure the status of pedagogy and psychology in all disciplines of the school, take pedagogy as an examination course, increase and ensure the proportion of teaching hours of pedagogy, and increase related courses of pedagogy. We can add pedagogy and psychology courses as needed, such as educational psychology, teaching theory and teaching methods. Let students learn more, broader and deeper pedagogy knowledge and theory in the form of compulsory courses and elective courses, instead of being the foil of other professional courses as before.
2. Strengthen the cultivation of students' teaching skills.
Mastering extensive professional knowledge and cultural knowledge is an objective requirement for teachers, but knowledge alone is not enough, and it is equally important to have certain educational and teaching skills. As a teacher, you need to have certain language expression ability, the ability to organize teaching, the ability to guide students' ideological and moral character, the ability to reasonably grasp teaching materials, the ability to develop certain courses, and so on. On the surface, you can be a teacher as long as you have the corresponding knowledge. Actually, it is not, because the essence of education is not just imparting knowledge. Education trains people in many ways, aiming at promoting students' all-round development and socialization. To be a good teacher, only professional knowledge is not enough. Therefore, teacher education should strengthen the cultivation of teachers' various skills.
3. Teaching practice should be an important part of the curriculum.
Cultivating teachers' skills is inseparable from education and teaching practice. Only in practice can students find their own shortcomings in order to make up for them in their usual study. Schools should arrange a certain proportion of class hours every semester, so that students can go to primary and secondary schools or take the form of simulation to practice in person, attend the podium in person and organize teaching activities. Teaching practice can not only broaden students' horizons and avoid their boring academic study in the ivory tower, but also make students play a role in the front line of teaching, feel the role of teachers in advance, and improve their ability and confidence in education and teaching.
In short, the reform of normal education must be combined in several aspects: first, the reform of teacher education should be combined with the social environment; Second, pre-job education should be organically combined with post-job training and career guidance; Third, organically combine normal education with academics; Fourth, organically combine curriculum knowledge education with the cultivation of students' innovative spirit and practical ability; Fifth, organically combine professional courses with educational courses. Only in this way can we build an open new normal education system that integrates normal, academic and creative functions.
References:
Li Yuhua, Lin Chongde. On the development of primary school teacher education in China from the perspective of teacher professionalization. Teacher Education Research, 2006, (3).
[2] Jin Xibin, Huang,. Research on teacher specialization and teacher education model. Journal of Jimei University: (Education Science Edition), 2006, (1).
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[4] Liu Jie. Knowledge base of teachers' specialization. ┛ Textbooks and Teaching Methods, 2003, (4).
[5] Chen Yun. Educational theory articles should be more readable. Wen Wei Po, 2003.
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