A Study On The Classroom Teaching Situation Of Normal Colleges And Universities From The Perspective Of Student Center

The development of normol major not only provides a guarantee of the number of teachers for the education industry,but also concerns the level of education development.Classroom teaching,as the most essential and core part of teacher training,is related to the quality of the development of normal major.National Standards for Teaching Quality of Undergraduate Specialties in General Colleges and Universities released on January 30,2018,for the first time puts forward the national standards for teaching quality at the policy level,clearly proposing the student-centered principle.To reflect the student-centered principle,many universities have carried out classroom teaching reforms,trying to put the initiative of the classroom in the hands of students to improve the quality of teaching.However,problems are still not well resolved and student-centered classroom teaching has not yet been realized.For example,students' awareness of independent learning is not high,learning is not invested,critical thinking cannot be obtained and so on.Therefore,it is of great practical significance to expand the research on student-centered classroom teaching of normal major.This study intends to take Guangzhou G University as a case and use the literature research method to explore the development process of the student-centered education concept,the theoretical basis of the student-centered classroom teaching and the basis of analyzing the basic characteristics of the student-centered classroom teaching.The empirical part adopts the classroom observation method,and further adopts the questionnaire survey method to further corroborate the conclusions drawn from the classroom observation,and conduct detailed and specific analysis.Finally,with the help of SPSS software,a multiple regression model is used for attribution analysis,and combined with the survey results,suggestions for improvement are proposed to promote classroom teaching in normal colleges.The thesis is divided into four parts.The first part includes introduction and literature review.Introduction includes the reasons for selecting the topic,research purpose,research significance,definition of relevant concepts,research content,research ideas and research methods.Literature review mainly focuses on the current situation of student-centered teaching research and undergraduateclassroom teaching research.Finally,it makes a brief evaluation and puts forward the specific research direction of this study.The second part is mainly to sort out the development process of student-centered education concept,explore the theoretical basis of student-centered classroom teaching,and analyze the basic characteristics of student-centered classroom teaching.Based on humanism theory,constructivism theory and learning pyramid theory,it can be concluded that student-centered classroom teaching has six characteristics,including(1)a comfortable physical environment and a relaxed teaching psychological atmosphere;(2)teaching objectives pointing to students' learning ability and teaching contents pointing to learning needs and motivation;(3)teachers giving the initiative of learning to students and creating an active learning environment;(4)students have a strong self-awareness in active learning;(5)dynamic classroom interaction of active dialogue;(6)teaching methods promote the development of students' logical ability.The third part is the empirical investigation part of this study.Through classroom observation and questionnaire survey,the analysis concluded that:(1)The current classroom teaching of normal majors embodies the principle of taking students as the center.(2)However,there is still a certain gap between the classroom teaching of teacher specialty and the classroom teaching of real student center,which is manifested in:students have certain learning enthusiasm,but the classroom interaction is not enough;the attraction is declining;the classroom interaction is only a small part of students' participation in the discussion;most students are still the onlookers in the classroom;students' understanding of the teaching objectives is not deep enough,and the setting of teaching content does not just capture students' learning needs and motivations;the psychological and emotional tone of trust,pleasure,and stress-freeness between students and teachers is relatively lacking.(3)Attribution analysis through multiple regressions shows that in the six dimensions of classroom environment,teaching objectives and content,teaching methods,teachers,students,and classroom interaction,the factors that have a significant influence on the classroom teaching effect of normal teachers are: classroom interaction,teachers,teaching objectives and content.The most significant factor is classroom interaction,which further proves thatclassroom interaction is the most important factor that affects the effect of student-centered classroom teaching.The fourth part is conclusion.This part concludes the empirical research on the situation of classroom teaching of normal major in colleges and universities from the perspective of student-centered classroom teaching.Besides,we discuss the gap between classroom teaching of normal major and the real student-centered classroom teaching.Finally,we put forward some suggestions.