Study On Practical Application Of Experience-Explorative Teaching In The Public Teachers' College Psychology Teaching

The modern education facilitated by the information technology is supposed to bear the innovations featuring the age in a creative way, both in educational concept and the concrete teaching approach. It is especially true with the public teachers'college psychology course, which is responsible for the training of the valid and qualified candidates for elementary education. These candidates will be provided with strong innovative sense and ability, with nicer psychological diathesis and solid knowledge. However, the fact is the periods are far from enough, hence the teachers pay much attention to the class instruction and theory teaching, less time on practice and skill cultivation. It is this that causes the unpleasant teaching effect at the moment. For a change, especially for a visible progress in the teaching efficiency and results, the thesis attempts to introduce the Experience-Explorative Teaching Approach into the public teachers'college psychology teaching.The thesis employs such methods as interview, questionnaire and case study. First, it will give a detailed definition and analysis of the concept. Taking the Context Cognition Acquisition Theory, and the four major thoughts of Constructuralism Acquisition Theory as the theoretical support, and considering the participation of multi-media net facilities, the research put forward the concept, principles and strategies of the teaching process design. According to the design, the teaching process will include six phases: build up the learning context, excite the interest and initiate mental experience; provide assignments, questions thus to solicit cognitive conflict; offer study materials by means of net and multi- media and direct students to experience consciously and think actively; guide students in mutual understanding and promoting through co-operation, communication and brainstorm; generalize the materials, apply them in practice, internalize the experience and achieve an innovation in thinking;sum up and strengthen the experience, form and extend the theory. The process emphasizes the experiences of the majority of students, and place focus on promoting their EQ and the level of mental health.The author researches the practical teaching strategies and cases, after the presumption on the six-phased teaching procedure. Such strategies are provided as Context Guidance Teaching Strategy, Six Thinking Hat Strategy( an idea referring to the Six Thinking Hat rationale in business administration), and Box Game Strategy (a conceivance out of the namesake therapy). Then the author explains the rationales and the effects in teaching practice of these strategies, and sum up their practical values through the case studies. The author holds that teachers may use the Context Guidance Teaching Strategy to set a certain context, settle any questions in it, seek out the guiding rules and use them in practice, thus to digest the concerned knowledge in real sense. While the Six Thinking Hat Strategy sees its real importance in its providing a horizontal thinking mode, achieving multi-angled experiences and thinking activity and realizing the same sentiment.As for the last strategy, the one mainly turning to the projective principle, the center of the study is shifted to the exploration of the possible causes for the mental problems happening in games and to the formalization and quantification of the original formless and qualitative psychology. It helps students'planning and self-perfection, and to accelerate their innovative consciousness and ability.At the end, the thesis summarizes and evaluates the practical effect of the new approach in public psychology teaching by analyzing the interviews and questionnaires. It is recognized that the application of the approach does work in exciting students'interests, tapping their potentials, improving the mental health and enhancing the teaching effects and efficiencies.Some concerned studies have proved fruitless both in theory and practice, but some shortages still exist, for instance, the imperfection in the design of the teaching process, the low level in the theory, the less validity in statistics and evaluation. Much work is needed to deepen the study and achieve much more, in theory and practice as well.