The teaching paradigms reform of Chinese Traditional Culture

Paper Keywords: teaching paradigm system architecture dual main interactive social practice

Abstracts: To change to impart knowledge - accepted knowledge "and the teacher-centered classroom and teaching materials for the center of the traditional teaching paradigm, and efforts to build a teacher-led, student-centered, focusing on students' ability to cultivate the teaching paradigm, the authors conducted a special investigation and proposed a number of methods.

College of traditional Chinese culture teaching paradigm reform is necessary to change in order to impart knowledge - to accept knowledge "and the teacher centered classroom and teaching materials for the center of the traditional teaching paradigm, efforts to build a teacher-led, student- main body of research, exploration, collaboration, such as the characteristics of teacher-student interaction, new focus the students Ability teaching paradigm; to implement the theory to practice and principles, to explore how the theoretical thinking into daily life, students innovation spirit and ability to enhance their overall humanities, has become the essence of traditional Chinese culture to the world, life and values ​​of the college students.

He << Structure of Scientific Revolutions "paradigm (Pardigm)" The concept and theory by American scientists philosopher Kuhn >> book: paradigm "it represents a member of a special community common beliefs, values, technology, and so a whole ... as an example of the model, can replace explicit rules as the basis of other conventional scientific puzzle answer "[1] British scholar Margaret Masi Terman Kuhn's paradigm concept made a systematic study, and summarized as three types: First, as a belief, a metaphysical speculations, it is a philosophical paradigm or meta-paradigm; second is as a scientific habits, an academic tradition of a specific scientific achievement, it is a sociological paradigm; rely on itself successful demonstration of the tool, a solution difficult as a method, it is artificial paradigm or tectonic paradigm. Briefly, the paradigm is a recognized model or mode, is to study the problem, observe the problem, analyze the problem, solve the problem of the use of a set of concepts, methods and principles general.

Teaching paradigm, technology or form, formation characteristics and the effect of the general term in the teaching practice, teaching members of the Community uphold the beliefs and values ​​taken after the founding of New China, the impact on China's education sector is before the Soviet Union as the representative to Kairov "pedagogy", among which "three centers" (teachers, textbooks, classroom teaching center) and "Five Steps" (preparation, going over the old, professor of new courses, the consolidation exercise, assignments). terms of traditional Chinese culture classes, form-based teaching model to the doctrines taught teaching paradigm for teaching organizational form to classroom teaching and textbook-driven curriculum resources specifically "theoretical lectures: teaching mode based constructivism: knowledge is not obtained by the teachers to teach, but learners in certain situations, that the social and cultural context, with the help of others, with the necessary learning information through the sense construction is obtained. these years, although we try to reform of China's traditional culture courses, but overall still mainly lecturing, this emphasis on object-oriented teaching activities, ignoring the student teaching subjectivity, lack of teacher the interaction between students.

Teaching organizational form to classroom teaching, limited to imparting knowledge, teaching methods is relatively simple. Curriculum resources "textbook" students' lack of motivation and self-learning ability, many students suffer their hard and I do not know its benefits, passive painful learning, lazy thinking, lack of initiative to explore, analyze problems and problem-solving abilities.

How to change the status quo, and how to change the knowledge to impart knowledge - to accept and teacher-centered, traditional classroom and textbook-centered teaching paradigm, efforts to build a teacher-led, student, research, explore, collaboration features, teacher-student interaction, new teaching paradigm, focus on capacity-building of students and faculty of our curriculum group has carried out a special investigation, put forward a number of ideas and methods, specifically, the following aspects.

A new design and integration of content, improve the system architecture.
Profound traditional Chinese culture, rich in content, how to carefully choose the design of teaching content in a limited time, speak deeply and thoroughly publicize and enhance the effectiveness of teaching, one must first face the problem as a guide lesson of traditional Chinese culture, through teaching, grand and profound traditional Chinese culture so that students have a general understanding of the actual understanding of China's modernization and students' ideological actual digging the modern sense of the Chinese traditional culture, "observed the ancient order to observe today, Akira to come conceivable" the purpose, so that the students more accurate and profound understanding of our nation, more accurate and profound understanding of the current state of the nation, improve the humane quality, enhance national self-confidence, self-esteem and pride in a rational manner and pragmatic spirit. According to this teaching objectives to "financial impart knowledge, build capacity and improve the quality as one of the" main line, we propose the basic framework of the curriculum system, the selection of the classics of Chinese traditional culture to inherit the tradition and create a better future of the Chinese nation. overview of the I Ching, Confucianism, Taoism, Buddhism thought as the main content of teaching, re-write the embodiment of teaching, independent learning and personalized learning space, focus on training students synthesize different viewpoints, information or experience to form a new interpretation ability, based on the ability to have the knowledge to judge the value of new information, new arguments and new methods, apply Introduction to the theory to solve practical problems.

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2. Construct the dual main interactive teaching mode, and to develop students' ability to solve problems.

In the teaching process, students not only teaching the subject matter and the teaching body. How to mobilize the main positive nature, positive inputs to the traditional culture of learning, thinking, and discussion to go; we are in the classroom teaching, try the interactive approach take many forms, such as symposia, debates, lectures, and other interactive teaching methods will have the traditional culture of learning into students to recognize the problem, analyze problems and problem-solving abilities, specifically that should be placed on the two links.

(1) carefully designed to determine the topics, guiding students to complete the topic. Topic determination to follow the following principles: First, it is necessary to meet the teaching content, teaching first to complete the teaching content, regardless of which teaching methods are enthusiasm and initiative. differences and the task is to balance the students to achieve the purpose of teaching and service. choose teaching difficulties, hot or students vital issues, in order to fully mobilize students to participate in teaching activities is difficult easy level. both enable the students to truly master the topics included in the new knowledge, new skills, while students leave space for free play, develop their speculative and creativity. specific operation, pay attention to the independence and autonomy of the students learning discussion and cooperation and explore the contents of the existing materials as the basic, practical reference to students around the world and life, for students to fully express, challenge, opportunity to explore, to enable students to apply knowledge learned to solve practical problems, to encourage students to choose self-exploration; guide students to collect, collate relevant information, find help and problem-solving general idea.

(2) well-organized classroom teaching, to create a democratic and harmonious atmosphere of interactive teaching in class discussion, debate and other organizations, teachers should see themselves as "organizers" of the teaching and learning activities rather than simply "manipulator", students learn "facilitator" rather than "command" is to help students grow close friends rather than hand the intellectual authority of truth as in classroom discussions, teachers should take the initiative in observing students, listening to them speak, pay attention to do "persuasion, adjust, filter. called" grooming "has two meanings: The first is to remove the doubts of the students in class discussions, to encourage students to speak enthusiastically; followed by the elimination of the students in the classroom discussion after the start of a wait-and-see mentality, the classroom discussions lead climax quickly, if there is "cold market" phenomenon, it is necessary to adopt the method of "point", to let students backbone 打响第一炮, breaking the stillness of the classroom, the classroom discussion smoothly so-called "regulation" in the classroom discussion reached a climax, the teachers have a sense of the students speak regulation of student speech in the classroom buildings, boys and girls achieve balanced proportion of so-called "filter" means before the end of the teachers in the classroom discussion, students a variety of perspectives separate the wheat from the chaff, the the integrated commenting Quweicunzhen, "filter", "filter", so that students not only to discern right from wrong, the authenticity, and master the Principles. variety of perspectives of the students, but also timely and objective manner to complete summary of the topic selection process, to explore how to motivate students to learn independently, and in the process create a self-learning, self-knowledge, self-care, self-prize, a set of guiding and teaching to help students enter the self-learning state organizations new management model, culture, exercise and improve students' ability of self-learning and collaborative learning.

Set of social practice teaching theory with practice closely.

The purpose of the teaching of the Chinese traditional culture is not simply imparting knowledge, but rather through the learning of Chinese traditional culture, to understand and explore the students a deep understanding of our nation's past, present and future, of traditional culture in a rational manner objective, multi-angle analysis for this purpose, to make students more emotional and direct understanding of traditional Chinese culture, we set up a social practice, and to determine the principles of social practice obedience and service in the classroom teaching in specific Formally, intends to use the "11", "51" holiday or winter and summer vacations to arrange social practice teaching, social visits, social survey depth factories, villages, businesses and streets.

Practice teaching, we pay attention to the following three aspects: First, pay attention to the social practice and theoretical learning, inquiry combined theoretical decomposition into a small problem, inquisitiveness and critical thinking to guide students up from the combination of theory and practice. corporate culture: Chinese traditional Confucianism; survey of a traditional culture and folk customs; Chinese traditional ethics and family motto, etc. Second, focus on the cultivation of the personality of the student body. practice teaching to enhance students' motivation to learn shaping of the system construction and good character, to enable students to foster independent thinking, immune to the independent spirit, a thirst for knowledge, eager to learn the spirit of inquiry, the courage to explore the scientific spirit of seeking the truth, and constantly improve the sound subject personality. third is to focus on forming valuable research results in the case of a conditional can organize the students with research projects conducted practice teaching, guiding students to obtain first-hand information, empirical analysis, survey research, the formation of a certain point of view, can guide the actual research report , papers.

The practice of teaching to achieve the desired effect, we have established the evaluation system, students' social practice inspection report not less than three thousand words, format-standard paper format; exceptionally good students in the social practice study tours given appropriate theory course assessment, appraised tilt.

Social settings of practice teaching, breaking the single mode of traditional classroom teaching, the students into the social life of the expansion space, through social practice, solidify and deepen the learning and knowledge, to achieve the unity of knowledge. Practice pedagogy can guide the students from the classroom into the community, so that students close to the community, close to reality, close to life, to enable students to face social realities to educate themselves, and thus truly understood in the social practice of traditional Chinese culture, and the best parts has become the world, life and values.

College of traditional Chinese culture teaching is a systematic project, how to arrange the various levels of the system engineering, in order to achieve the overall optimal local optimum, so that students learn to use both theoretical thinking and questioning, and this kind of thinking and questioning used in the world of social life of contemplation and reflection guide action, but also get the best of ability training, this is a question worth exploring.

References:

[1] [U.S.] Thomas, forward. Kingo Lun Hu, translation of Thomas Kuhn 's revolutionary structure [M] Beijing: Peking University Press, 2003:157.

[2] any shiny red of "people-oriented" teaching the new paradigm of constructive principles [J]. Wenzhou University, 2008,9.

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