The Idea Of ??students As Co-creators Of Courses Promotes Empirical Research On Deep Learning For Graduate Students

In 2012,the "Opinions on Comprehensively Improving the Quality of Higher Education" issued by the Ministry of Education clearly stated that it is necessary to cultivate innovative talents,innovate education and teaching methods,advocate heuristic,inquiry,discussion and participatory teaching,and promote the interaction between scientific research and teaching.The National Medium-and Long-Term Education Reform and Development Plan(2010-2020)clearly states that to improve the quality of personnel training,we must fully mobilize the enthusiasm and initiative of students.The focus is to change the learning mode of students,form a new learning mode of autonomy,cooperation and exploration,and explore more"student-centered" new teaching modes.A single,instructional approach to teaching method,with the purpose of one-way transmission of information and simple memory,ignores the needs of students' deep learning and cannot promote the development of students' high-level thinking.So to change the traditional education mode must change from teacher training,.The training of new teachers in normal colleges is the inevitable result of the social division of labor within the teacher industry.The training method of teacher graduate education is mainly research-oriented,focusing on cultivating teachers' innovative educational thinking.It is a necessary measure to promote the vigorous development of innovative education by cultivating the spontaneous consciousness of teachers and teachers in reforming educational methods and educational thoughts.Similarly,when implementing innovative education methods,teachers should also pay attention to the idea that students are the co-creators of courses,that is,classroom teaching should be student-centered and students should learn by doing,which is conducive to cultivating students' innovative ability.In the era of highly information-based knowledge economy,with the deepening of human learning research and the development of educational reform,how to realize and promote deep learning is the main content of learning research,and how to apply deep learning innovative to student education is a question worthy of thinking for normal students and educators.Aiming at the above problems,based on the research accumulated by the teaching team,this study takes the "Quantitative Research Methods" course of a normal university graduate student as the object and the "student as course co-creators" as the main principle,and Lets students conduct a semester intervention study through the channels created by the preparation team,course negotiation,reflection diary,and coursework.First of all,by consulting and analyzing relevant domestic and foreign literature,combining with the deep learning concept involved in the literature and my understanding of the theoretical basis of education,a reasonable solution is designed for the existing classroom teaching problems of normal university students.Secondly,carry out statistical analysis of the basic situation of the class to participate in this teaching practice,so as to understand the status quo of students' deep learning,the level of learning input and the grasp of the existing knowledge of the course content,Through the questionnaire statistical analysis of the results of the feedback of student needs to modify the curriculum outline,integrating the team teaching experience and self-designed solutions to design the course content,teaching objectives,evaluation and environmental and activity factors that promote deep learning,and based on the design to carry out teaching practice.Finally,through the questionnaire survey,the students' deep learning ability,the level of learning input and the content of the course content of the semester are statistically analyzed after the end of the teaching practice.The interviews are used to further understand the students' satisfaction with the teaching practice.Use the course observation notes to track the changes in the learning status of the target students and the class to understand the seriousness and participation of the students in class.and use the reflective journal to understand the change of students' reflective ability.This course analyzes the teaching effects through relatively comprehensive statistical data collection,and analyzes and discusses the classic cases of relevant teaching practices,and draws the following conclusions.Through the analysis of students' reflection journal in teaching practice,it is learned that learners have a good level of reflection,but the overall critical reflection ability is low,and with the advancement of time,the level of reflective ability of learners is growing steadily.Through the analysis of the pretest and post-test questionnaires for deep learning,it is found that students have significantly changed their overall cooperative learning ability,communication and learning ability,and improved their learning input level through the teaching practice created by the curriculum in one semester.Through the follow-up observation and course observation analysis of target students,participating in the course teaching practice promotes students' deep learning.Specifically,students are given a certain role awareness,let them participate in the curriculum construction,reflect on the learning results through hands-on practice,and adjust the learning methods,so that the knowledge content can be grasped more deeply,and the group cooperation awareness is more intense.The development of this teaching practice has improved the ability of students to design and implement quantitative research,and to make students more sympathetic to the teaching concept of participating in curriculum resource design.