A Status Study Of Thinking Training About Research-based Teaching Of Pedagogy Graduates In China

With the arrival of the popularization and deeply reform of higher education in China,the quality of graduate education has attracted much attention.As the central task of graduate education,teaching is the focus of scholars.The fact that our educational policy puts forward the research requirements for graduate education and the combination of teaching and research in graduate education shows that research-based teaching is the norm of graduate education.The individual mind with the cognitive structure experienced by children together to the development process of adults,thought development of graduate students has to mature stage,focus on the thinking training is the basic characteristics of graduate education to adapt the regularity of human thinking development.Pedagogy has the subject characteristics that mainly based on speculative reasoning,therefore,study of thinking training about research-based teaching of pedagogy graduates,to cultivate and improve the graduate students' innovative thinking ability and scientific literacy,has important theoretical significance and practical value.Piaget believes that knowledge is the result of effective and constant construction between the subject and object.He made a complete analogy between the formation and development of knowledge and the process of the organism's phenotype replication.It is very important for pedagogy graduate to receive thinking training,the research-based teaching should realize the goal that endogenous reconstruction of thinking structure,and make the student's thinking mechanism happen real "genotype change",and get "true development".However,for the current situation of research-based teaching of pedagogy graduates,thinking training is insufficient.Based on the domestic as well as foreign experts and scholars' achievements of graduate teaching,research-based teaching,research of teaching and thinking training,although the results are rich,the research-based teaching for pedagogy graduate focusing on “thinking”,there are less and still some research space.Therefore,this study takes that as the starting point,on the basis of literature research,take investigation and research method,design the questionnaire and interview outline carefully,and stratified random sampling method was used to collect all kinds of data to study thinking training about research-based teaching of pedagogy graduates in China.The overall of this survey is all graduate students of education in school(include two types of academic and professional degrees).According to the level and nature of University(985 and211 key universities,comprehensive universities,normal universities,provincial universities,local colleges)and universities area distribution(eastern,central and western)three dimensions of sample,the samples obtained was 379,the overall reliability of the sample is more than 95%.Using statistical analysis software SPSS(20.0)to process the data and found thinking trainingabout research-based teaching of pedagogy graduates is insufficient,and influenced by research-based teaching activities elements include graduate students themselves,teaching contents,teaching methods,teaching environment,teaching management and evaluation,specific performances: graduate students have their own thinking set,follow the "book" and "tutor" blindly,learning motivation is not pure,express opinions freely,influence of gender differences,teaching inertia of "speak and listen" is still exist in teaching,the relationship between graduate student and tutor is superficial,the teaching management in school lack of attention to thinking training,the elimination and reward mechanism is not perfect,the teaching evaluation system is not reasonable.On the whole,the research-based teaching has not paid much attention to the graduate students' thinking development and the change of inner world.According to Piaget's epistemology of occurrence revealed scientific law of the development of human thinking to analysis the problem that lack of thinking training about research-based teaching of pedagogy graduates and find out four reasons.One,in the "teaching" and "learning",teaching did not stimulate learners' initiative and non rational spirit,at the same time,the students' cognitive ability is lacking,which can not fully meet the research-based teaching conditions.Two,in teacher-student relationship,because of lack of initiative communication consciousness and limited time and energy,teachers and students have less communication and show no intimacy.Three,in teaching management aspect,because of the lack of scientific research and the it is difficult to open professional thinking training courses;the support of elimination and reward mechanism is limited,which can not truly play the role of incentives.Four,in teaching evaluation,the guide of value “material” above “people” make teachers and students pay more attention to the consequence.Therefore,in order to make the research-based teaching of pedagogy graduates highlight "thinking training",it is necessary to exert force in the above four aspects.First,in the "teaching" and "learning",achieve turn "teaching-centered" to "learning-centered",help thinking extends to the unknown world and active exploration,so that students achieve self-worth with freedom;second,in teacher-student relationship,teachers and students pay attention to equal dialogue,build communication platform,to pursue the harmonious relationship between teachers and students;third,in teaching management,universities should try to set up the course of thinking training and pay attention to it in teaching;innovate the elimination and incentive mechanism according to the time and situation,then develop its positive role;fourth,in teaching evaluation,formulate “process oriented” teaching evaluation framework,and constantly adjust and complete in the process of implementing.