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Reforms on Pedagogical Curriculum under the View of Teacher’s Practical Knowledge in Normal Universities

Author: WangJing
Tutor: LiuLiMing
School: Henan University
Course: Curriculum and Pedagogy
Keywords: Pedagogical Curriculum Practical knowledge Teacher’s practical knowledge
CLC: G652.3
Type: Master's thesis
Year: 2009
Downloads: 410
Quote: 4
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Abstract


Educational Curriculum featuring normal universities, which enable the students of Normal Schools to master how to teach, also is the symbol that distinguishes normal universities from common universities. In fact, it is not as it should be. Many students who graduate from normal universities can’t make it individually soon. The reasons for this are as following: the goal of Educational Curriculum is not clear enough; students are treated as receivers not learners in course implement; the course structure is not reasonable horizontally and vertically.To train intelligent teachers with mature teaching skills, we must focus on teacher’s practical knowledge which consists of knowledge, ability and concept. Teacher’s practical knowledge acquired from self-reflection and sentiment, which is displayed as teaching style or behavior manner, is a complex knowledge about how to do. Teacher’s practical knowledge is considered to be a knowledge that really instructs teachers’ teaching. To develop students’ practical knowledge, it is necessary to reform the Educational Curriculum in normal universities, to direct the students to construct the knowledge actively; to enhance the combination between theory and practice.To develop students’ practical knowledge, firstly, we should set the curriculum idea of structuralism. Structuralism considers knowledge personal and environmental. The process of knowledge is learner’s constructing actively, that is to say, we should create a learning environment for students in normal universities. In practice, we should increase the scale of Educational Curriculum in total amount and organic integration in the course structure, pay more attention to personal experience in course content; and diversify the implemental ways to strengthen interaction between students and teachers, highlight the experience and thoughts of students’.

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