Theme Inquiring Research-based Learning For Fostering Thinking Quality In Chinese Pedagogy Curriculum In Teachers Colleges And Universities

The central Committee of the Communist Party of China has made the great decision taking initiative spirit and practical ability as the focal point of quality-oriented education in National education working conference of the third time. Innovation ability is a kind of advanced integration capability taking intelligence as the core. Fine thinking quality is a foundation of the innovation ability. In order to train innovative talents, first of all you should train the students' thinking quality. There are close relations between students' thinking quality and the teachers' thinking quality. The language and literature subject almost involves all forms of human thinking, and it is taking charge of the task of developing students' thinking roundly, and accordingly Chinese teachers should possess excellent thinking quality. The Chinese pedagogy curriculum is core curriculum to train Chinese teachers in the future in teachers colleges and universities. This course has shortcoming in training students' thinking quality. With the deepening of the new Curriculum Reform, the students with not good enough thinking quality don't meet the demand of quality-oriented education to Chinese teacher. Therefore we put forward to the subject of training student's thinking quality. We adopt the research approach of documents and practical exploration method to study how to train students' thinking quality. The thesis is divided into six parts: The foreword introduces the background of the subject. It includes the cultivation of thinking quality as a mission of education, the cause of adopting research-based learning methods to train student's thinking quality and intension of thinking quality. Part one first analyzes the nature of Chinese pedagogy curriculum and the study characteristic of the content of Chinese pedagogy curriculum, and then narrates the situation that Chinese teachers'thinking quality is poor. We propose the proposition that the cultivation of thinking quality is the responsibility of Chinese pedagogy curriculum in teachers colleges and universities.