The Specialty Of Detection Of People's Police Training Schools A Designing Research On Teaching The Course Of Detective Survey On Spot For Criminal Offence

A great task of teaching reform facing people's police training schools is how to cultivate the comprehensive talents with applicable skills and a satisfied high quality for public security work. The completion of such a cultivated target, to a large extent, relies on the course instruction process in a classroom. So, the construction of courses, guided by the possibilities for employment and focused on the acquisition of abilities as its essence, is placed on a very vital position in China's high-level professional training education development. The questions as how this construction is executed, what theory should be applied and what method must be adopted for the work, have become a pressing issue being probed into by all the teachers of professional training institutes with the people's police training schools included.This paper, from an angle for developing the vocational education, following current theories on instruction design and its designing models and also based on and liked with the practice of classroom teaching of detective courses in such a public security college, takes the course of "Detective Survey on Spot for the case of Criminal Offence" as its object for study. It presents a research on making a fairly complete curriculum design, with the scopes such as the teaching concept for such courses, the target of course instructions, models for such teaching, strategies and methodology used in doing the work, the construction of course pedagogical resource, the means for evaluation of courses covered and all dealt with and the experience from the relative teaching practice combined herewith to testify the feasibility of this curriculum design.The author thinks that the designing theory for such instructive work and its derivative models which give their focuses mostly on the teaching proper and its performance, have a great effect on the demonstration of a leading role of teachers and the improvement of their ability to organize classroom work. "Teaching-orientedactivity as a focus in the instruction practice" doesn't mean that students' characteristics in learning knowledge are ignored and kept out of consideration, but the theory in designing teaching operation and its executive patterns that take the students as the center in learning process makes a big effect on giving full play to the students' key role in their learning activities and on the improvement of their initiative to learn as well as the enhancement of their learning result. Similarly, "students as the center in the learning process" doesn't mean that the students can learn things without teachers' guide and assistance as well. It is "the students as the main part, whereas teachers as the major guiding force" that serves as the fundamental instruction patterns for the vocational education. The theory of "meaningful learning", the strategy of "being pioneering organizers in teaching activity" and the principles for motivation are typical theoretical guide for the curriculum design that follows the concept of "knowledge delivery-and-acceptance" for pedagogical work. The creation of suitable situations for study and learning and strategies for the independent acquisition of knowledge and exploratory study in one's own consciousness are the bases on which learning through discovery is constructed and established. These things as setting up a teaching target in accordance with students' needs, a deep analysis on students' perceptive capability structure and appropriately selecting a right operational teaching strategy and a proper model are principles in doing a designing work for any course instruction. To implement it, we must have a full consideration to the effect that a learning environment and teaching resource may bring about to the result of study and fully know the role and functions that modern technology of education can have on the teaching process. When we reflect on the negative influence of instruction assessment on teaching practice, we know it's not only necessary to make much account of the appraisals on students' result of study, but also more important to think much of the evaluation for the students' study procedures.