70 years ago, the "living education" theory of Chen Heqin, talked about the system of normal students practice, pointing out the fly, filming acting three disadvantages, regular course of official duties. One of the reasons for these maladies is the shortcoming of the school teaching method, which divides the "reading" and "doing".
Today, these problems still exist more or less. It is precisely because of the challenge of seeing learning to use it. The pre school education department of Nanjing Normal University has put forward the goal of training research oriented Undergraduate in pre school education.
Some people doubt that when young teachers need "research type"? Nanjing normal university replied: "pay attention to 'research' is to get ability through 'doing', which is to face the problem and be brave to explore and solve it. The "research type" talent points to "practice research type". We are to cultivate excellent leaders and vanguards. "
The live teaching method is to do middle school
The 2014 grade undergraduate student Zhou Yu entered the seventh semester in September last year. In the past 3 years, she has completed the 4 semester every week and an internship. The 6 week practice is closely related to the "reading of pre school books".
"The previous literature has seen some teachers' growth, and the teaching and coping strategies of novice teachers are often directly related to personal tendencies and previous experiences. Therefore, for the novice teachers, I think it is to think about the problems that appear in the practice and find their 'experience vein'. Zhou Yulu said in a conversation with the instructor.
Philosophical Reflection on daily practice has become a habit in student practice. In the pre school Department of Nanjing Normal University, every student has to complete the tasks listed in the practice manual. In order to enhance students' reflective consciousness and form their reflective habits, the school applies the reflective practice procedure of "experience reflection adjustment" to the weekly Handbook design. The relevance of the practical task and the theoretical course will increase the breadth and depth for the reflection.
The quality of research-oriented preschool teachers is "research", which requires us to focus on the cultivation of students' problem consciousness, research ability and creative problem-solving ability. We set the practice course as an important learning way for students to experience research and practice. Students not only sharpen their skills through practical training, but also enhance their self education ability through research, forming the ability to integrate theory with practice. Professor Gu Rongfang, the leader of the pre - school education major of Nanjing Normal University, said.
Therefore, the professional practice courses for the entire plan, including professional introduction and discussion, the 4 semester of probation and two times each semester internship and theory courses to cooperate, through the 4 years of undergraduate programs, to thoroughly realize the combination of theory and practice. The objectives of practice courses are decomposed and implemented. The timing of practice is fully considered, and corresponding practical courses are designed according to the setup of theoretical courses, so as to achieve "theoretical and practical circles".
"The teaching and practice must be made together, and the structural reform of the original curriculum must be carried out." Professor Yu Yongping of Nanjing Normal University said that after the reform, there are four modules: basic literacy, practical skills, professionalism and teaching and research abilities. There are practical links in theory courses, and theoretical analysis in practice courses.
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