Paper Keywords: Chinese teaching methods, curriculum system, improvement and innovation of teaching content
There are many problems in Chinese teaching method in normal universities, so we must innovate from the curriculum system and teaching content: perfecting the normal curriculum system; Vigorously adjust the course content of Chinese teaching method, strengthen teaching routines and basic skills training; Close contact, strengthen and study teaching methods.
Since 1902, the Teachers College of Shi Jing University was ordered to set up the "teaching method of various subjects", the teaching method of Chinese subjects has gone through many stages and has a history of one century. However, at present, this subject is still in trouble, and it is difficult to play its due role in practical teaching, and theory is seriously out of touch with practice. The subject teaching method is the bridge and link between professional knowledge, which plays a unified and integrated role in the study of professional knowledge and helps to realize the transformation and promotion from theory to practice. Based on many years' experience in classroom teaching and teaching practice, the author thinks that the urgent task of Chinese teaching method reform in normal universities is to organically integrate the curriculum system and teaching content, so as to establish and improve the normal education curriculum that adapts to the curriculum reform in primary and secondary schools. At present, the problems existing in the course of Chinese teaching method mainly include the following aspects. First, the contradiction between subject curriculum and education curriculum. The specialized courses in normal education in China have always been pedagogy, mathematics, subject teaching method plus educational practice. Pedagogy and psychology are first-class, but there are few related courses in educational principles, curriculum and teaching theory, educational history, educational technology and comparative education. The contents of pedagogy and psychology as courses in practical teaching are not closely related to primary and secondary school teaching; Pedagogy focuses on curriculum reform and teaching practice in primary and secondary schools, but it is out of touch with pedagogy and psychology, and even some contents are contradictory. Most colleges and universities follow the old three-door system, namely pedagogy, psychology and Chinese teaching method, which is not academic and normal, seriously deviates from the new curriculum reform and teachers' professional development, and it is difficult to promote the development of education to meet the needs. Looking at foreign normal education, we can find that the normal and academic nature of American normal education has been strengthened in the process of opening up and development; However, in the process of reform, our normal education is just the opposite. The academic nature has not been enhanced much, but the normal nature has been weakened. Second, the teaching method courses and teachers are marginalized, and the proportion of courses is too low. The characteristics of educational science curriculum in normal universities in China can be summarized as follows: small proportion, narrow content, few class hours and poor practicality. Compared with western developed countries, the class hours of educational science in China are only 1/4. This is far from the requirement of training professional teachers. Thirdly, the teaching routines and basic skills of normal students are not enough, which makes it difficult for normal students to be accepted by the accepting units. According to many years' practice, it is found that there are the following problems in the educational practice of normal students: the teaching goal is uncertain, and the teaching content is neither heavy nor light; The teaching process is out of control and disorderly, and the teaching ideas are chaotic; Improper use of teaching strategies and single and rigid teaching methods; Oral English teaching is upside down, and the teaching blackboard is chaotic; Classroom teaching is arrogant, the teaching process is mechanically rigid and there is no flexible change. There are many reasons for these problems, but they all reflect the problems in normal education, especially the poor teaching skills and routines of normal students.
In view of the above problems, we can carry out innovative practice from the aspects of curriculum system and teaching content, and explore the subject teaching innovation in normal universities under the background of curriculum reform.
First, improve the curriculum system of normal education. In addition to general pedagogy and psychology, add courses on teaching theory and curriculum theory for normal students, or adjust the contents of general pedagogy and psychology to educational and learning psychology theories related to school teaching; At the same time, increase the class hours to ensure the necessary teaching time. Therefore, anshun university chose Psychology of Learning and Teaching edited by Pi Liansheng and Contemporary Educational Psychology edited by Liu Rude to meet the needs of curriculum reform. These two books have changed the style of general psychology, focusing on teaching, which is of great significance for normal students to master the basic theory of teaching and learning psychology. In pedagogy, choose some theoretical courses of curriculum theory and teaching theory. Educational courses, such as "Curriculum and Teaching Theory" edited by Li Fang and "Curriculum and Teaching Theory" edited by Zhong Qiquan, make normal students have a more comprehensive grasp of theory. In order to ensure the effective completion of teaching tasks, teachers should reasonably choose specific teaching contents according to their own curriculum ideas, closely combine the actual situation of schools and students, appropriately compress and streamline teaching contents, flexibly use the order of teaching methods and teaching contents, not stick to the content and arrangement order of teaching materials themselves, and integrate curriculum resources according to the requirements of the new curriculum reform to complete teaching tasks effectively and efficiently.
Secondly, vigorously adjust the content of Chinese teaching methods and strengthen teaching routines and basic skills training. The course "Chinese Teaching Method" mainly talks about the basic theory of Chinese curriculum and teaching, especially connecting with the current Chinese curriculum reform, and guiding normal students to have a clear theory and pass the exam from the aspects of teaching routines and teaching basic skills. In terms of teaching content, we require normal students to master three kinds of kung fu: Mandarin, hard pen and stick figure. These three basic skills are accomplished through public courses such as Putonghua and calligraphy. Through these two courses, students' basic skills are laid, and training should be closely focused on the curriculum content of primary and secondary schools in curriculum teaching. After students master the theory, they mainly train through the content of Chinese texts in primary and secondary schools. Both teachers of public courses and teachers of teaching methods should be responsible for the cultivation and evaluation of students. The course of Chinese teaching method mainly tells the brief history of Chinese education, Chinese curriculum reform, Chinese curriculum theory and Chinese teaching theory, so that normal students can lay a solid theoretical foundation of Chinese subject; In addition, a teaching skill training course is set up, which mainly trains teaching routine and classroom teaching skills, and adopts scientific research teaching and microteaching. Scientific research teaching mainly cultivates students' scientific research consciousness, methods and behaviors. To cultivate scientific research consciousness is to make all teaching activities scientific and improve the goal and behavior level. Cultivating scientific research methods and behaviors is mainly to organically combine teaching, training and scientific research, and prepare lessons, discuss and summarize scientific research in simulated teaching. At the same time, we can also use cases to conduct micro-research in teaching and publish our own research results in papers. In a word, scientific research teaching not only cultivates students' scientific research consciousness and ability, but also cultivates students' innovative spirit and ability, and guides normal students how to guide students to conduct research and innovation in teaching in the future. Microteaching is an "effective teaching mode" that uses technology to cultivate students' teaching skills. It divides the complicated classroom teaching process into a single skill, and then trains it item by item, so that the cultivation of students' teaching skills becomes concrete, observable, controllable and easy to operate. Microteaching generally includes six steps: 1) theoretical study and research; 2) skill analysis and demonstration; 3) Microteaching scheme design; 4) microteaching practice record; 5) Group observation and evaluation; 6) Role-playing after revising the teaching plan. Through the training of microteaching, students' teaching skills can be significantly improved, so that students can step onto the platform of middle school after graduation.
To strengthen students' teaching professional skills, it is not enough to rely only on the 72-hour Chinese teaching method course. Teachers should make full use of their time and offer activity classes for students every semester (two classes a week). In the activity class, the teaching forms should be diversified, the teaching methods should be integrated, teachers should pay attention to the nature and practicality, and always put the cultivation of students' teaching professional skills in the first place. According to the understanding from easy to difficult and from simple to complex, skill training is divided into single training and comprehensive training. The contents of individualized training mainly include teaching plan design, problem design, blackboard writing design, exercise design, classroom evaluation, courseware making and so on. Comprehensive training mainly includes full-text reading teaching training and teaching training. Training methods mainly include observation and evaluation, simulation training and independent operation. The training content of each activity class is arranged by the teacher. First, simulate the teaching fragments for individual training, and then simulate the whole class for comprehensive training, and leave some time for classroom discussion in each training. The single training stage focuses on students' mastery of a certain skill, while the comprehensive training stage requires students to further improve their skills on the basis of single training, and at the same time urges students to apply their mastered skills to the whole teaching, so as to truly strengthen students' teaching vocational skills in activity classes.
Third, strengthen and study teaching methods in close contact with the foundation. Therefore, the school should build a platform for business communication. Teachers of Chinese teaching method must be deeply rooted in the soil of the teaching department of this major. Based on this, they will extend their tentacles down to primary and secondary schools, learn, keenly capture the latest development trends of their major, penetrate into teaching, and be deeply rooted in the hearts of the people. Once a Chinese teaching method teacher leaves the teaching department of this major, as an "outsider", it is impossible to fully and truly feel and understand the teaching situation and subtle changes of this major, and it is impossible to effectively coordinate and communicate the teaching of various courses of this major, which will inevitably lead to different degrees of disconnection and dislocation between the teaching research of subject teaching method and the teaching research of this major. Attach importance to the role of educational practice, which is the rehearsal and rehearsal of normal education. Only through the practical training of educational practice and according to the situation can we improve the practical effect. At present, the difficulty of educational practice has become a bottleneck factor restricting the development of practical teaching in normal universities, which directly affects the teaching of subject teaching method and the practical skill level of normal students. The course of Chinese teaching method has no vitality unless it goes out of the classroom and faces practice directly. Therefore, teachers should regularly organize students to observe and study in middle school classrooms in a planned and purposeful way, and feel and appreciate the real atmosphere in middle school Chinese classrooms. Specific practices are as follows:
First, educational influence. Teachers should organize students to often go to middle schools for educational probation. It is best to have a fixed afternoon every week and assign it to a designated school and a fixed class, with two students in each class for one semester. I think this kind of internship time is definitely better than a week's internship. The content of educational probation is to observe the on-site teaching of middle school teachers, watch teachers prepare lessons, correct homework, coach students, participate in the activities of Chinese teaching and research group, and even attend the lectures and teaching evaluation of Chinese teaching and research group. Through educational probation, students can get close contact with Chinese education in middle schools, understand teaching practice and deepen their understanding of theory, thus contributing to the improvement of students' teaching professional skills.
Second, educational practice. This is the most effective and practical teaching form for students to train field skills under the guidance of teachers. During the educational practice, students should: 1) prepare lessons; 2) attending classes; 3) attending classes; 4) homework correction and after-school counseling; 5) Writing and correcting test questions; 6) The class teacher's homework. Among them, attending classes is the most critical. If conditions permit, teachers and students in normal colleges can carry out more such class practice activities. But after class, we should listen to the opinions of the instructors and students with an open mind. At the same time, teachers should strengthen supervision and inspection and implement various internship indicators. After the first stage of internship, analysis should be made.
Third, education survey. Teachers should organize students to often go to middle schools to conduct educational surveys, which can include middle school students' interest in Chinese, extracurricular reading of middle school students, and the excellent level of excellent Chinese teachers. The survey methods mainly include questionnaires, surveys and interviews. Through educational investigation, students can have a deeper understanding of the objects of Chinese education and middle school education, which will help them get out of school faster and adapt to the role of teachers in the future.
References:
Wang Wenyan, Cai Ming. Chinese Curriculum and Teaching Theory (2nd Edition) [M]. Beijing: Peking University Publishing House, 2006.
[2] Wang Keqin, Jianfeng. Reflections on the development of "subject teaching theory" in normal universities [J]. Educational Research, 2004, (2).
[3] Ma. Problems and countermeasures of subject teaching methods in normal universities [J], Guangxi Education, 20 10, (1).
[4] Wang Songquan, Han, Wang. Chinese teaching skills training [M], Beijing: Higher Education Press, 1999.
[5] Huang Jianhua. On the practice and thinking of the curriculum reform of Chinese teaching theory in normal universities [J], Education Academic Monthly, 2009, (6).
[6] Zhang Hua. Curriculum and teaching theory [M]. Shanghai: Shanghai Education Press, 2000.
;