Abstract: The curriculum setting of undergraduate primary school education majors is directly related to whether the goal of cultivating outstanding teachers can be achieved. We must face the problems existing in the professional curriculum and actively take countermeasures to solve them in order to build a scientific and reasonable The curriculum system serves the training of primary school undergraduate education professionals. The article analyzes the curriculum setting issues for undergraduate primary education majors and explores solutions to the curriculum setting for undergraduate primary education majors.
Keywords: undergraduate; primary education major; curriculum
Basic education is crucial to talent cultivation. The curriculum setting and arrangement of undergraduate primary education majors are directly related to the development of outstanding educational talents. training situation. In order to keep up with the needs of innovation and reform in the education field, further cultivate outstanding educational talents, and promote the optimization of educational courses, it is of great significance to set up and optimize the undergraduate primary education professional courses. At present, there are many unreasonable things in the setting of undergraduate primary education professional courses in my country. The existence of problems will restrict the professional development of teachers and the development of education reform in basic fields. It is imperative to solve the problems in curriculum setting and optimize them. The following is an analysis of the curriculum for undergraduate primary education majors.
1. Problems in the curriculum setting of undergraduate primary education majors
The curriculum setting of undergraduate primary education majors needs to be further optimized in terms of course implementation form, course content structure, and teaching model. Space, the specific performance is as follows.
(1) Curriculum structure issues
There is a typical structural imbalance problem in the curriculum setting of undergraduate primary education majors. In the undergraduate course system, the proportion of compulsory courses in most colleges and universities is relatively high (more than 2/3), while the proportion of elective courses is low and not taken seriously. The curriculum goal of the undergraduate primary school education major is to cultivate teaching talents with solid theoretical knowledge and professional teaching skills. In particular, the primary school education major itself, as a typical teacher training major, pays more attention to the cultivation and improvement of students' knowledge and abilities in all aspects, and strives to cultivate outstanding teachers with comprehensive development of comprehensive qualities. Therefore, in terms of professional curriculum setting, schools must closely follow the characteristics of primary education work, teachers’ professional skill needs, primary school students’ physical and mental development needs, interests and hobbies, etc., and scientifically and reasonably set up elective and required courses to meet the interests and hobbies of primary education majors. , professional abilities, vocational skills, cultural literacy and many other training requirements. In the arrangement of theoretical courses and skills practice courses for undergraduate primary education majors, there is a common phenomenon that the proportion of theoretical courses exceeds the proportion of practical skills courses. At the same time, less emphasis is placed on art skills courses such as music, art, painting, dance, and calligraphy, and the curriculum directly affects the cultivation and training of teachers' professional abilities. Judging from the situation of domestic undergraduate colleges and universities, the proportion of practical courses in primary school education majors only remains between 10% and 25%, which is contrary to the characteristics of the education major itself, such as strong practicality, operability, and application. Although students themselves have a solid theoretical foundation, their practical skills are inevitably weak, forming a typical phenomenon of high academic qualifications and low teaching ability. The imbalance in the curriculum structure directly leads to the inconsistency between the training objectives of primary education professionals and the current situation. The cultivation and improvement of students' teaching ability is not ideal, and the ability and academic qualifications are not consistent. It also restricts the future education talents' innovative teaching concepts and teaching methods. The application of methods and methods is not conducive to cultivating high-quality and outstanding primary education talents.
(2) Curriculum content and structure issues
In terms of curriculum content for undergraduate primary education majors, general education courses are an important part of the required courses and focus on students’ humanistic qualities. The cultivation of students is a typical part of humanistic education. Among primary school education majors in domestic colleges and universities, general education courses only focus on the improvement of students' cultural literacy, and are still relatively lacking in the cultivation of humanistic literacy, the expansion of horizons, and the cultivation and training of innovative and exploratory spirits. In terms of course content, the lack of general education courses and related art courses directly restricts the improvement of students' professional and comprehensive qualities. In particular, some undergraduate colleges and universities that lack resources and conditions naturally fall behind in terms of student training.
At present, colleges and universities in the eastern part of the country and key colleges offer a higher proportion of relevant courses and are rich in resources, while colleges and universities in the western region and local colleges are relatively lacking. The content of primary education major courses is generally single and lacks novelty, and the internal structure of the courses is also unreasonable. For example, subject basic courses are indispensable courses for the sexual education of primary school education students. They mostly focus on educational principles, curriculum and teaching theory, Chinese and foreign education history, etc., and children’s physical and mental development and research related to primary education. The courses are relatively few, and neither the elective courses nor the compulsory courses cover many areas. Students trained in primary education majors will mainly engage in primary education in the future, and the lack of this content directly affects their professional skills and quality. Although there are some colleges and universities that offer relevant courses, neither the richness of resources nor the classification is good, and the substantive effects are also poor.
The unreasonable internal structure of the curriculum is mainly reflected in the personality and practical courses of the education major. For example, in the training of primary school education majors in domestic colleges and universities, professional teachers with different training directions, such as primary school Chinese, primary school mathematics, primary school English teachers, etc., differ with different preferences. Some classifications are more detailed, such as primary school English, art, physical education, etc., through detailed division, to train outstanding teachers in various subjects; some are mainly to train professional teachers with high comprehensive quality, and the structure is mainly based on comprehensive education. In addition, in teacher education courses, such as Chinese culture. The basics of painting, dance and art are relatively lacking, which also makes the course structure unscientific. The lack of practical courses and the narrow scope of practice in undergraduate primary education majors mean that students cannot get effective training. The low credit and low proportion of practical courses also prevent students from paying attention to such courses. There are also some practical courses that are just a formality and lack operability and practicality, and teachers are not dedicated in arranging courses. The existence of these problems means that undergraduate primary education majors must make progress and improvements in curriculum to promote the progress and development of students' knowledge and abilities.
(3) Issues with Curriculum Setting Concepts
The problem of one-sided pursuit of theoretical knowledge in the curriculum setting concepts of undergraduate primary education majors has been around for a long time. The curriculum of domestic undergraduate majors adheres to the subject-based curriculum. Although students can obtain a systematic, complete and comprehensive knowledge system education, it is quite limited in terms of exerting and exploring the educational function. This is undoubtedly contrary to the modern quality education and people-oriented educational concepts. At the same time, it also ignores the function of education in promoting human development. Overemphasis on theory will restrict the progress and development of the education profession, which is not conducive to the progress of academic research or the innovative development of educational practice. Overall, the educational value and professionalism of primary school education majors are not fully reflected.
2. Countermeasures for improving the curriculum for undergraduate primary education majors
(1) Improving the curriculum structure
Undergraduate primary education majors should actively improve the curriculum Structure, properly handle the relationship between compulsory courses and elective courses, general courses and subject professional courses and education professional courses, as well as the relationship between theoretical courses and practical courses. In terms of elective courses and compulsory courses, it is necessary to go beyond the simple distinction of priority and set up according to functions, characteristics and goals. The compulsory courses solve the universal problems of cultivating primary school education professionals, while the elective courses solve the specific problems and embody the comprehensive training model of high-quality talents. Elective courses should focus on students' interests, hobbies and expertise, expand students' depth of professional knowledge learning, and run through the four-year undergraduate education, enriching students' learning life while providing them with more opportunities and choices for personalized education. It is necessary to clarify the status, function, and value of cognitive education professional courses, academic professional courses, and general education courses, arrange courses according to priority, importance, and internal logical relationships, and further optimize them based on talent training goals and teaching needs. In order to highlight the practicality of the education major, the focus should be on highlighting education professional courses and increasing their proportion, focusing on cultivating and training professional skills of educational talents for primary school education, and improving students' future professional qualities.
In the coordination of theoretical courses and practical courses, attention should be paid to resolving structural contradictions and truly solving the two problems of "what to teach" and "how to teach". Through cross-setting courses, students' practical skills should be cultivated to truly integrate theory and practice. , so that students can apply what they have learned.
(2) Courses focusing on children’s development
The talents cultivated by primary school education majors will mainly focus on children’s education in the future. They must adhere to the “child-oriented” educational concept and provide courses related to children’s physical and mental development. Relevant courses are provided so that students can master relevant knowledge about the healthy growth of children and serve students' future employment and career development. The setting of child development courses should closely follow the needs of primary school education and focus on the teaching goals of the major itself to ensure that students can successfully master various knowledge and skills in the learning process and truly serve children's education in the future. In order to make the educational concept of "child-centered" deeply rooted in the hearts of students, it should be reiterated as the basic concept of the primary education major, to ensure that the educational concept is implemented and implemented in the undergraduate primary education major, and to promote the healthy physical and mental development of children. The curriculum is the focus of teaching to promote the simultaneous development of students' humanistic and scientific spirits. Primary school education majors should regard respecting children and paying attention to children's physical and mental needs as students' future professional ethics and standards. When setting up courses, we focus on improving this aspect, constantly adjusting the course content and structure, adjusting the course content, class schedule, and course structure according to the teaching situation and employment needs, and introducing children's medicine, children's sociology, children's culture, etc. courses, enrich the teaching content, and provide support for the future career and development of primary school education students.
(3) Cultivating outstanding talents
Colleges and universities should actively improve the curriculum of undergraduate primary education majors, with the goal of cultivating scientific research-oriented and reflective primary school teachers, and strengthen the cultivation of their professional abilities and exercise, reflect and summarize experiences in a timely manner, and continuously improve teaching standards. In terms of cultivating outstanding talents, we must actively introduce modern educational concepts and technologies, broaden students' horizons through the application of new methods, and stimulate students' enthusiasm and enthusiasm for learning, so that students are always in a good learning state, with solid theoretical knowledge and excellent academic skills. Practical ability and advanced educational technology create high-quality primary education and become high-quality outstanding professionals. It is necessary to focus on the curriculum setting goals of primary education majors, clarify professional training goals and construction priorities, optimize talent training plans, and follow the principles of accurate positioning, focusing on connotation, highlighting advantages, and strengthening characteristics, and promote training models, teaching teams, and courses by optimizing construction plans. Comprehensive reform of important aspects of professional development such as teaching materials, teaching methods, and teaching management will promote the overall improvement of talent training levels. To meet the needs of primary school education, we must update and improve teaching content, optimize curriculum settings, and form a professional core curriculum group with distinctive characteristics; deepen teaching research, update teaching concepts, focus on teaching students in accordance with their aptitude, improve teaching methods, and improve teaching methods; combine professional characteristics and talent training Requirements include increasing the proportion of practical teaching, reforming practical teaching content, improving practical teaching conditions, innovating practical teaching models, and completing the goal of cultivating outstanding talents.
III. Conclusion
There are many problems in the curriculum of undergraduate primary education majors, such as unbalanced curriculum structure and unreasonable content settings, which directly affect the cultivation of outstanding educational talents. Colleges and universities should face up to the problems and shortcomings of professional curriculum in the field of undergraduate primary education, actively take effective countermeasures, improve the curriculum structure, introduce child development courses, cultivate outstanding talents, build scientific and reasonable primary education professional courses, and promote undergraduate primary education. progress and development.
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