Method Of Discussing In Undergraduate’ Class

With the countries and scholars are paying more attention to the higher education, which has made some progress in teaching. But at present, universities in our country still follow the traditional teaching mode, teaching content, teaching method, teaching means and evaluation ways, which have some shortcomings. This method binds the development of talents, so higher education must go substantial and effective reform.Discussion can improve the quality of teaching and the teaching effect, which plays an important role in cultivating undergraduate students. In the education teaching elements, the teaching method is the important means to achieve the teaching goal. Discussion is different from traditional mechanical, which regards teachers and students as the main owners. Through the discussion, the students and the teacher get the solution to the problem. In western countries, discussion is a common teaching mode, western scholars have made long research of discussion, and have made great achievements. Domestic scholars also aware of the importance of the discussion, but so far, most studies are belong to the summary of western discussion, researchers do less in application in classroom teachingThis paper introduces the connotation, characteristics and significance of discussion, analyzes its theoretical basis from many aspects, and reviews the development of discussion in both abroad and domestic. Based on this research, this paper illustrates the meaning of discussion in undergraduate class. Then chose students from Hunan University and Hunan Normal University as the investigation study and interview some students. Then author analysis the result. This purpose is to reflect the use of discussion in domestic universities and students’ understanding and attitudes towards discussion, from the results we found that discussion method has many shortcomings in the modern teaching process, then the author gives some suggestions, she hopes that the suggestions can provide the basic theory in teaching reform.