The Study On The Curriculum Setting Of Full-time Undergraduate Education

The development of pedagogy major greatly influences the developing trend of education of our country, and it is closely connected to higher education, elementary education and social development.The comprehensive development of the courses of pedagogy major is even the inevitable requirement of reformation of teachers’ education, and it is also the need that change the subject tendency of pedagogy major in Inner Mongolia Normal University. In terms of curriculum, the pedagogy major needs comprehensive development, it adapts to the trend of reformation of higher education, at the same time, it even adapts to the requirement of modern society, and trend of comprehensive development of elementary education. This essay researches the curriculum of pedagogy major in Inner Mongolia Normal University. By stating the historical development and current situation of curriculum of pedagogy major in Inner Mongolia Normal University, presenting existing problems, analyzing the reasons of existing problems, and finally puts forward related countermeasures for the comprehensive development of curriculum of pedagogy major in Inner Mongolia Normal University.The research of this essay includes contents in below :Firstly,elaborates the theoretical basis of this paper. On the one hand,defines the relevant concepts of the theoretical basis of this study;on the other hand,explores the advantages and disadvantages of the curriculum division and the curriculum integration.Secondly, presents, analyzes and compares history and forms of current situation of curriculum of pedagogy undergraduate major in school of education of Inner Mongolia Normal University. On one hand, by analyzing and comparing the historic development of objectives of talents training of undergraduates in pedagogy major, to find out dissimilarity of training objectives. On the other hand, proceeds comparative analysis on similarity and dissimilarity of curriculum of pedagogy undergraduate major.Thirdly,analysis of the Inner Mongolia Normal University of the pedagogic undergraduate courses with the curriculum division. Analyzing the cause of the curriculum division from four dimensions: the dogmatization of the curriculum objective;the division of the curriculum content;the single of he curriculum structure;the test of the curriculum evaluation.Fourthly,analyzes the reasons of the curriculum division setting of the pedagogic undergraduate courses of Inner Mongolia Normal University.Analysis of the reasons of the subject from three dimensions:the objective knowledge view is the knowledge basis of the curriculum division setting of the pedagogic undergraduate courses; the rigid discipline system is the system basis of the curriculum division setting of the pedagogic undergraduate courses;the narrow education view is the practical basis of the curriculum division setting of the pedagogic undergraduate courses.Fifthly, puts forward countermeasures for the comprehensive development of curriculum of pedagogy undergraduate major in Inner Mongolia Normal University. When confirming the course objectives, pedagogy major must pay attention to: Students’ interests and needs, social needs; in the curriculum content,the construction has the integrity, selective education undergraduate curriculum system;in curriculum structure, to establish a diversified and relatively balanced education undergraduate course structure; in the curriculum evaluation, lets multi subject participate, pays attention to the overallquality education course evaluation.The integrated development is the intrinsic demand to the comprehensive development of the basic education curriculum reform and the teachers’ education reform of pedagogy undergraduate major in Inner Mongolia Normal University, which is related to the minority areasof higher normal school to develop their own reform internal demand. The integration of pedagogy undergraduate major in Inner Mongolia Normal University shall provide more chance for students,also promote the development of the professionaleducation.