Research On Effective Teaching Of Public Elective Courses In H University

At present,the training goal of higher education in our country is wide-calibre and compound talents.Most of the college curriculum systems also include compulsory courses and elective courses.Professional courses are specialized in training talents;elective courses ensure the integrity of talents and give students more independent development.The rights of the two are indispensable.Public elective courses,which are an important part of the curriculum system,are often "left out".Although students must complete the required credits in the training program,they often do not pay enough attention to teachers and students in the actual teaching process,and the teaching effect is not satisfactory.Therefore,this article uses this as an entry point to try to explore this issue in depth.This article firstly through theoretical exploration,based on the meaningful learning and scaffolding learning in constructivist theory,builds a theoretical framework for effective teaching of public elective courses in colleges and universities,including the meaning of effective teaching,the characteristics of effective teaching,and effective teaching Then,through classroom observations,we can understand the specific performance of teachers' inefficient teaching in the classroom teaching of public elective courses and students' feedback.For the ideas and suggestions of students and teachers that cannot be covered by classroom observation,this article conducts in-depth investigation and investigation in the form of interviews.Analyze and unearth the real reasons for the failure of teachers' teaching in public elective courses in colleges and universities through investigations of classroom observation and interviews.Through classroom observations,it is found that the teachers and students of H University's public elective courses show the following characteristics of inefficient teaching: first,insufficient teaching preparation,which is manifested in the lack of learning interest of students and vague learning goals.Although it is a course chosen by students,However,in the classroom,students show learning burnout.Compared with professional courses,students' learning goals for public elective courses are not clear.Students just listen to the content of the teacher and are completely in a state of passive learning;secondly,the classroom loses vitality.Become a teacher's one-man show,students passively participate in the interaction.Through the analysis of the Flanders interactive system,part of the public elective classrooms are flooded with teacher speech and silence,most of which are directly influenced by the teacher's words and lack effective interaction;finally Students' learning results are incomplete.Through classroom observations,it is found that the teaching goals of some publicly-selected teachers only focus on the acquisition of knowledge.In the end,students' learning gains remain at the level of knowledge and lack the development of emotion and ability.And effective teaching is only aimed at some students,while ignoring the overall students in the classroom.The effectiveness of classroom teaching involves many factors.Teachers' own teaching behaviors,students' learning attitudes,the nature of the curriculum and the school all have an impact on the teaching process and teaching results.Through preliminary questionnaire surveys and in-depth interviews,the analysis results The reasons for the low efficiency of classroom teaching of public elective courses in H universities mainly come from the four major aspects of teacher teaching,student learning attitude,curriculum system and culture inside and outside the school.The first is the teacher's teaching.The first is that teachers' curriculum awareness is weak,lacking the concept of public elective courses and effective teaching awareness;the second is the teaching design,which is manifested in the one-sided subjective teaching goals and the teaching content is out of touch;the third is the teaching process,which is reflected in the teaching Unclear presentation,formalized classroom interaction,and improper classroom management;thirdly,in terms of student learning attitude,one-sided understanding of elective courses and utilitarian learning tendencies will affect effective teaching;finally,the support system for public elective courses is imperfect,including cultural atmosphere Misleading,the public elective system is not rigorous enough,and the school lacks elective course resources.Based on the analysis of the above reasons,in order to ensure the effectiveness of the teaching of public elective courses,this article will discuss the return of effectiveness from the teaching quality of teachers,student learning guidance,and the improvement of the support system.The improvement of teaching quality mainly includes the establishment of educational concepts,perfecting teaching design and optimizing the teaching process.Correct teaching concepts are the prerequisite for effective teaching.Teachers of public elective courses need to reshape the concepts of elective courses and face up to the effectiveness of teaching;teaching design is effective teaching Teachers can make improvements by setting clear and reasonable teaching goals and choosing appropriate teaching content.In the teaching process,teachers can start with clear and diverse teaching presentations,deep and lively classroom dialogues,and strict classroom management.For students,all-round learning guidance can be strengthened to ensure effective teaching.The improvement of the support system includes improving the status of public elective courses and improving the elective mechanism;strengthening the guidance of elective courses and strictly controlling the number of elective courses;improving the teaching quality of teachers and optimizing the teaching team;strengthening inter-school cooperation to form resource sharing;emphasizing the hidden role of culture inside and outside the school Only through the improvement of the teachers themselves and the promotion of external forces,can the college public elective courses change from "water courses" to "golden courses",and play the true role of general education.