Research On Reform And Development Of Teaching Methods Of Basic Education Since Foundation Of People's Republic Of China

Teaching methods are always the activest part in teaching practice. The core of teaching methods is to improve teaching quality and efficiency per unit time. Reform of teaching methods is a eternal subject of teaching research. It is the key to improve quality of teaching and education in a large area. It is also a direct impact on cultivation quality and specifications. Study on 60-year evolution and nirvana of reform of teaching methods is the key to implement goals of quality education and improve teaching quality roundly.Study found that since China was founded in 1949, related researches on basic education reform of teaching methods had been scattered in all kind of books, periodicals, thesises, and these studies mainly focused on a particular subject teaching method or a specific teaching methods in a shorter period of time for technical analysis. Very few global and croscopical researches had been found on basic education reform of teaching methods since China was founded and very few people had historically and systematically coordinated, analysed, compared, induced, summarized and reflected them, resulting in a large number of original, creative, effective teaching methods failed to sink and to spread abroad and generalize effectively.This study plans from longitudinal and lateral two aspect to focus on reform and development of teaching methods of basic education from foundation of People's Republic of China. This study also intends according to the Marxist dialectic materialism and historical materialism's viewpoint to restore historical truth and integrate history and discussion and agrue from history, focusing on historical background; theoretical bases; guiding ideology; contents and features; historical reflections and inspirations of reform of teaching methods since foundation of People's Republic of China.This study tries hard to combe, analysis, summary systematically and comprehensively 60-year teaching method reform and development historical context, summing up successful experience and analysising lessons and deficiencies, then to promote rational knowledge of reform and development of teaching methods and provide theory instruction and practice reference for teaching methods'innovation development.Based on these considerations, the author proposes to adopt document method, historical research, case studies, comparative law, interview, etc. trying to sort out history context of 60-year reform and development of teaching methods. This study tries to inherit through criticism and innovate through inheritance, revealing 60-year characteristics and rules of teaching methods reform. This study wants to carry on a more in-depth and detailed analysis on successful experience of teaching methods reform. This study intends to analysis and compare historically and longitudinally to explore features in various stages of teaching methods reform; analysis theory and practice problems of teaching methods in various stages; refine successful experience and boldly predict development trends and future direction of teaching methods reform.This thesis is composed of the following six parts:The first part is an introduction including study origin, understanding and definition of relevant concepts, literature review, theoretical and practical significance of research, research ideas, methods, techniques routes and innovations, importance and difficulty.The second, third, fourth, fifth parts combed clues of basic education reform of teaching methods. They were divided into four stages:the reference and exploration stage(1949-1966); the destruction and stagnant stage(1966-1978); the rehabilitation and development stage(1978-1999); the deepening and prosperity stage(1999-present). These four parts completely and systematically combed historical background (including political, economic, educational background); theoretical bases; guiding ideology; contents and features, historical reflections and inspirations, etc. in each stage of reform of teaching methods.The sixth part is development trends and future prospects of reform of teaching methods. First of all, this part mainly from internal and external aspects analyzes educational internal motivation and social motivation of reform of teaching methods; secondly from level of productivity and technology, theory, ideology, education system, teachers, students, schools seven levels to detailedly analysis obstructive factor to reform of teaching methods; thirdly from new concept of knowledge, new science and technology, emerging theory three aspects to discuss background of reform of teaching methods; finally, reasonably expect future development trends and future direction of reform of teaching methods.