On Reform Of Course Structure In Chinese Higher Normal University Under The Background Of New Round Elementary Education Course Reform

Higher education, especially the education of normal university, has greatsignificant in promoting modernization of socialism and improving synthetical qualityof citizens. The progress and development of society requires lots of advancedprofessionals, and the improvement of civilization requires citizen to receiveeducation generally, all the utilities mentioned cannot realize without teachers andeducation. Higher normal education, which provides teachers to the society, willcertainly become avant-courier strength in strengthening national power andpromoting progress of society in our country. But the society is progressing anddeveloping continually, quality of teachers and train objective of higher normaluniversity are challenged by politics, economy, and education etc. The new roundelementary education course reform brings the greatest challenge to education ofhigher normal university. Under this background, the way of higher normal universityis to thoroughly analyze the problems and shortages of themselves and carry outgeneral reform so as to adapt to the need of the new round elementary educationcourse reform. This paper expatiates the reform of higher normal course from thecourse contents which is the most directly influencing factor of personnel quality ofhigher normal university. The paper discusses issues from three proportions whichcould be divided into eight chapters:The first proportion which includes two chapters discusses objective and ideas ofnew round elementary course reform and challenge brought by new round elementarycourse reform. The first chapter summarizes total objective and six basic objectivesand core idea and six new viewpoints of new round elementary course reform. Thesecond chapter first defines the concept of course, structure of course and structure ofhigher normal university;then analyzes the challenge brought to teacher education,especially to the quality of teacher by new round course reform;finally discusses thechallenges brought to course structure of higher normal university by new roundcourse reform: course structure of higher normal university should have thecharacteristic of compositive, practicing, modernity, expectation and investigative.The second proportion expatiates problems exiting in course structure of highernormal university and the latent reasons of problems. This proportion is divided intotwo chapters: The first chapter analyzes the structure problem exiting in and amongpublic courses,discipline professional courses and education professional coursesbased on the contents classification of course structure. This chapter, discovering theproblem of single of course type and form, points that problems exiting in highernormal course are the main causes resulting in that eligible teachers could not betrained according to requirement of new round course reform. The second chapter,analyzing the reasons resulting in the problems exiting in course structure of highernormal university, recognizes that the improper understanding of relations betweenprofessional knowledge and educational theory knowledge, between depth and widthof course, between knowledge mastered and experience mastered and abilityimproved is the main reason resulting in many problems of course structure of highernormal universityThe third proportion which includes four chapters is to explain how to face withchallenge brought by new course reform, to explore instructional idea and theory baseand objective of reform, to provide advice for setting up course structure. The firstchapter points that the instructional idea and reform base must follow on need ofquality education, basic education, and discipline of normal course structure. Thesecond chapter is used to explore theory base of higher normal course structure, forexample making theory of structure function as philosophy base and making coursetheory of structural principle as psychology base, at the same time the theory baseshould according to integrity course structure opinions and predecessor expatiationson quality of professional teachers. The third chapter establishes the basic objectiveand foothold of this study: establish new course structure system which must fit forlocal need and have university characteristics and promote completely development ofhigher normal students. The fourth chapter proposes advices of reconstruction ofhigher normal course structure from depth course structure and surface structure. Asfor depth structure, this study provides five factors of depth structure which includesteacher's moral course, knowledge course, practice course, scientific research courseand teacher professional development course. The study also discusses therelationship between the factors above and the enlightenment to higher normal coursestructure by those five factors. As for surface structure, this study proposes manyadvices on optimizing higher normal course structure based on the conclusions ofexiting course structure pattern study. At last, the study believes that only when thedepth course structure and surface course structure are mixed that the true optimizingcould come true. We should actively open all kinds of paths to mix depth coursestructure and surface course structure.