A Study On "Discussion" Teaching Model Of Undergraduate Education From The Perspective Of Educational Management

Recently, the Ministry of Education launched the "Development Plan Outline for Long Term Talents" and the "Development Plan Outline for Medium and Long Term Educational Reform". Meanwhile, great changes occur in the viewpoints on education, knowledge and talents. The demand of cultivating creative talents with the innovation spirit and the practical ability is becoming more and more urgent accordingly. Besides, the reform and innovation of undergraduate education also become the focus of public attention. The "Proposals on Further Strengthening Undergraduate Education" proposes that we should promote "discussion" teaching model, "case" teaching model and corporative learning to guide undergraduate students understand academic views deeply and conduct discussions in the fields at the leading edge so that they would improve their abilities of self-regulated learning and independent research. Therefore, the "discussion" teaching model has become the only access to the reform and innovation of teaching methods of undergraduate education.The research on "discussion" teaching model of undergraduate education would enrich the relative theories and the system of teaching methods. Moreover, it could also provide a new train of thought for teachers to guide themselves improve their teaching methods spontaneously. The implementation of "discussion" teaching model could improve the quality of undergraduate education, train new type talents, promote the professional development of college and university teachers, and thus create an democratic and free atmosphere for teaching and learning. The "discussion" teaching of undergraduate education breaks the traditional passive teaching mode, and increases the involvement and participation of students in the course of each link of the teaching procedure, from searching for information to thinking and discussing problems with critical opinion, from feedback to evaluation, in terms of the dialogues between texts and students, teachers and students, students themselves. The implementation of deliberative teaching mode could not only enhance students'sense of self-consciousness, participation and democracy but also improve their initiative and independence. In addition, it is conducive to raising their oral presentation skills, logical thinking, self-evaluation and independent working ability. Therefore, to make a systematic research on deliberative teaching theoretically and practically is of great importance."Discussion" teaching model is widely used in the classroom teaching in both primary and secondary school. Comparatively, it is still rarely used in undergraduate education. Although, some teachers served to undergraduate education are active in the attempt, but for the lack of related theories, they are not able to cope with a wide range of problems in the course of the discussion, thus it is hard to sustain in the long run. This thesis elaborates on the content of "discussion" teaching model, the theoretical basis of it, the characteristics and function of it, the history of it, the organization and implement of it, and the promoting strategies of it, etc. This research not only enriches the relative theories of "discussion" teaching model of undergraduate education, but also provides cultivating tactics for teachers served to undergraduate education.