Research On The Capstone Course Design For The Education Major At H Universit

The capstone course is a new type of course developed in the curriculum reform of undergraduate education in the United States since the 1980 s,and is of great significance in promoting undergraduate curriculum reform and cultivating high-quality talents.Since its implementation,the course has been introduced by many countries and has had a significant impact on the curriculum reform of higher education.In recent years,China’s undergraduate education and teaching reform has further deepened,and the undergraduate curriculum reform has become an important part of it.As an important channel for the cultivation of educational talents in China,pedagogy majors can actively carry out curriculum reform to effectively enhance the cultivation capacity of professional talents.With its unique educational value and practical significance,the Capstone course can provide useful reference for the curriculum reform of pedagogy majors in China.This study attempts to study the design of the capstone course for pedagogy majors.This study mainly uses the literature research method and questionnaire survey method to analyse the current needs for the design of the capstone course for the pedagogy majors at the University of H from the three levels of society,universities and students,and then to design the capstone course for the education majors at the University of H.The specific framework of this study is as follows: the first part takes humanistic teaching theory,constructivist learning theory and Taylor’s curriculum theory as the theoretical basis,and the national standards of education teaching quality for pedagogy majors,the guidelines for offering the capstone course at the University of H and the personnel training programme for pedagogy majors at the University of H as the realistic basis.In the second part,an empirical survey is conducted to explain the specific needs of society and universities for pedagogy majors in terms of knowledge needs,competence needs and quality needs;and to explain the needs of pedagogy majors in University H for the Topstone curriculum in terms of curriculum objectives,curriculum content,curriculum implementation and curriculum evaluation.In the third part,based on the analysis of the empirical survey,the design of the capstone course for pedagogy majors at University of H is carried out in four dimensions: course objectives,content,implementation and evaluation,so as to supplement and improve the curriculum system of pedagogy majors at University of H,in order to better achieve the professional training objectives.