Individualization Of Knowledge And Teaching Of Pedagogic Courses

So far, people's mode of thinking to knowledge mainly belong to rationlism. Under the influence of this idea,teaching only emphasize the results of studying, but not the process. Students become container which passively accept knowledge.In promoting teachers' professionization,on the understanding of "profession",we mainly continue to consult the standard of sociology, "remedying teachers' 'knowledge vacancy'" is the main task of teacher' education.In the process,what's more,individuals' cognitive development is regarded the most important.It was ignored that individuals' intrinsic "gestals" is great importance to teachers' professionizing. On the basis, we propose the topic of "individualization of knowledge". It means a process that learners merge the social public knowledge with his former experience, by experiencing, pondering, perceiving and understanding, to form a knowledge system including his own character. It is of great significance to the development of students' initiative, to the hoist of practical wisdom and the creative power.Following the new elementary education curricula reform, teachers are asked to become more and more professional. But the pedagogic courses, which shoulder the mission of developing quasi-teachers' professional quality, are still in the dilemma of "students dislike studying and teachers dislike teaching". So, the reform of the pedagogic courses is imperative. In this dissertation, we talk about our ideas from two facet: teaching and texbook. Concretely speaking, the teaching of theroretical courses should improve individuals' comprehension to the teaching, the teaching of method and technical courses should emphasize the building of teaching situation, and the teaching of practical courses should arouse individuals' reflection to the practice; on texbook, we should change the mode of presenting knowledge and try new mode of writing, and so on.