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Teach for Practical Knowledge

Author: WuYanHua
Tutor: WuGangPing
School: East China Normal University
Course: Curriculum and Pedagogy
Keywords: practical knowledge pedagogic curriculum teaching
CLC: G652.4
Type: Master's thesis
Year: 2011
Downloads: 32
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Abstract


The development of normal students’practical knowledge has several meanings.For normal students,practical knowledge sets a foudation on the enhancement of teachers’knowledge structure,establishment of right educational faith,formation of practical capacity of education and promotion of ability of adapting to be a new teacher. Normal schools can improve their teaching quality and become the real machine tools to supply qualified teachers by enhancing the training of normal students’practical knowledge.From the perspective of knowledge accompishment needed for teachers, normal students should have a complete knowledge structure including subject expertise, general cultural knowledge, theoretical knowledge about education and practical knowledge. However,by comparing normal students’ developing levels of different types of knowledge, practical knowledge is the lowest one.The development of normal students’ practical knowledge is indeed directly and profoundly affected by the teaching activities in pedagogic curriculum, which are the most unique curriculums of teacher training. Lacking of practical knowledge for normal students is related to the less of experience in teaching and less self-reflection. From the view of the teaching directions,time for pedagogic practical curriculum is short and the teacher’s formal instruction is still imperfect;understanding for the value of practical knowledge and its methods is still not exact. Pedagogic theoretical curriculum are quite "rational" and emphasize educational theory knowledge,ignoring normal students’ study of practical knowledge. For teaching strategies,teachers put less importance to educational practice research from curriculum and teaching perspective so as to normal students’educational practice activities are short of supporting based on educational courses.Teaching for pedagogic theoretical curriculum also has such problems as teaching contents are far from students’ educational practice;teaching methods ignore students’ experience and self-reflection;teaching organization cannot promote the combination of educational theory and educational practice; teaching evaluation only attachs importance to the mastery of normal students’educational theory and so on,which seriously inflence the development of normal students’practical knowledge.Practical knowledge largely can be taught by analyzing its characteristics.Teaching for pedagogic curriculum should and can contribute to the development of normal students’ practical knowledge through fostering educational theoretical knowledge and receiving practical knowledge directly or indirectly.Based on the importance and teachablity of practical knowledge and normal students’lacking of it,this paper argues that TEACHING FOR PRACTICAL KNOWLEDGE should be taken as the teaching orientation of the pedagogic curriculum through improving and optimizing teaching stategies from the characteristics of normal students, practical knowledge and pedagogic curriculum.These teaching stategies includes exploitation and utilization of curriculum resources outside the textbook in the teaching content;the application of model teaching and case teaching in the teaching methods;flexible application of teachers and teaching space in the teaching organization forms and the emphasis on performance evaluation in teaching evaluation.

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