Who pushed the design teaching method at the end of the 20th century?

As an educational experiment, design teaching method was popular in the 1920s and 1930s. Its appearance is closely related to the development of the progressive education movement.

19 At the end of the 20th century, a massive education reform movement broke out in the American education circle, that is, the progressive education movement. This movement lasted until the 1950s. Dewey is an outstanding representative of the progressive education movement. His pragmatic education thought is the theoretical basis of the progressive education movement.

After the Civil War, the United States began to step into the track of rapid development, with booming economy and education. States have promulgated compulsory education laws one after another, the years of education have been extended, the education system has been gradually improved, and the enthusiasm of States and the masses for running schools has never been higher. In this excellent situation, the problems faced by education are increasingly prominent, that is, the educational concept, educational content and educational methods can no longer meet the needs of the new situation and must be updated. Thus, at the end of 19, a far-reaching progressive education movement appeared in the history of American education.

The progressive education movement originated in the 1970s, from 65438 to 2009. At this time, the reform aimed at establishing new schools, and a large number of new schools emerged one after another, such as Quincy School in Parker, Chicago Experimental School in Dewey, and Organic Education School in Johnson. In the 1920s and 1950s, the progressive education movement reached its peak, and Dewey's educational theory and practice became more and more mature. Progressive educators have established their own organization-Progressive Education Association. At this time, progressive schools established under the guidance of the theory of progressive education have mushroomed all over the country. New teaching methods are constantly emerging, such as Winnat Card System in China, Dalton System in parkhurst, Ke's design teaching method and so on.

The contribution of progressive education lies in breaking through the shackles of traditional education in the past, greatly improving children's position in the whole education process, fully respecting children's free development, taking care of children's hobbies, and letting children use their hands and brains in activities to learn practical and useful knowledge. Prior to this, traditional education ignored children's needs, teacher-centered, book-centered, and excluded the teaching of practical knowledge. In this way, education is not only divorced from the reality of children, but also away from the needs of society.

In order to put the ideas and theories of progressive education into practice and promote the reform of American educational practice, many influential educational experiments and teaching methods emerged in the progressive education movement at that time. Ke Qubo's design teaching method came into being under this background.

(B) the representative of design teaching method

William Hurd kilpatrick (187 1- 1965) was born in Georgia, USA. 189 1 graduated from moss university in Georgia with a bachelor of arts. 1892 obtained the master's degree in literature from this school. After graduation, I worked as a teacher and principal in a public school in Georgia. 1897 ~ 1905, Professor of Mathematics, Moss University. During this period, he served as the administrative principal of the school from 1903 to 1905. 1909 became an assistant professor at Columbia University, and continued to pursue his degree during his tenure. 19 12 received the doctor's degree from this school and was promoted to full professor soon. 19 18 so far, he has served as a professor and head of the Teachers College of Columbia University, teaching the principles of educational methods and the philosophy of higher education. In the same year, the famous article "Design Teaching Method" was published in the Journal of Teachers College, which systematically expounded his thoughts on design teaching method for the first time and attracted the attention of the educational circles. 1925, Ke Qubo's educational masterpiece "Principles of Teaching Methods" was published, which further expounded his own educational thoughts and ideas on designing teaching methods, which had a great response in the United States, thus establishing Ke Qubo's position in the history of American education. 193 1- 1938, helped to establish Benington college in Vermont, and served as the chairman of the board of directors of the college. 1938 retired from Columbia University.

After retirement, Ke Qubo continued to engage in social activities. He is a member of the American Association for the Advancement of Science and the American Sports Association, a director of the Council of the Progressive Education Association, a chairman of the new york Citizens Union (1946- 195 1), a chairman of the Intercultural Education Bureau (1946- 1956), and a member of the United States. He has won four honorary degrees and the brandeis Prize with 1953.

Ke Chunchun gives lectures in China 1927. In half a year, he has been to Guangdong, Shanghai, Beijing, Shenyang and other places. Ke's main educational works are: A Survey of Montessori System (19 14), A Critical Survey of the Principles of Kindergartens in Flepp (19 18), Principles of Teaching Methods (1925), and.

Ke Qubo stayed at Columbia University for a long time until he retired. During this period, he was both Dewey's favorite student and Dewey's close comrade-in-arms. Dewey was once the thought of Columbus' design teaching method 1904 to 1930. This method can be said to meet the urgent needs of Dewey's pragmatic education, which is not only the product of Dewey's educational thought, but also the most effective method to popularize Dewey's educational thought and the embodiment of Dewey's thought of learning by doing. The book Principles of Teaching Method published by 1925 marks the maturity of Ke's educational thought. In this book, Ke Qubo not only inherited Dewey's educational thoughts as always, but also put forward his own new views. Design teaching method is a great contribution of Ke Qubo to the progressive education movement and an important chapter in the history of human education.

Characteristics of design teaching method

Design teaching method is a method to guide students' learning activities by adopting "design" method. Design teaching method has the following characteristics:

First, design is a purposeful activity; In design activities, students have a clear purpose and a strong desire to finish their work, so they can automatically devote themselves to their study work without being forced to do it by teachers. In the old-fashioned teaching activities, children learn for teachers; When designing teaching methods, children devote themselves to solving a practical problem, such as making fly swatter to put out flies. This learning activity is a design.

The purpose of a design can be decided by the students themselves; It can also be put forward by teachers and adopted by students, but students should regard this design as their own work before they concentrate on it.

Second, design is a planned activity: design is a planned activity; Moreover, a design requires students to plan with their own ideas. A job, such as materials used, methods and steps to be carried out, assignment of work, budget of time, etc. , must be properly planned by the students themselves. When the plan was put into practice, they were step by step and methodical.

If students are engaged in activities according to the teacher's instructions or according to the teacher's predetermined work plan, it is not a design activity. Third, the design should be carried out in the actual situation: a design activity should be similar to the actual situation, in other words, the design should be carried out in the natural environment. For example, to teach students to grow rice, they must study in the field; To teach students to learn to be independent, it is necessary to organize schools, cities or township offices to make the teaching situation similar to the actual situation and to integrate school education with social life. Fourth, design is both hands and brains: in design activities, students should do it with their hands on the one hand and think with their brains on the other. Use both hands and brains; Therefore, we can acquire real knowledge and develop skilled skills. Students should use their ideas when deciding their study tasks and making work plans; When carrying out work, you should use your thoughts while doing it; After you finish, you should use your thoughts to criticize your grades.

The difference between design teaching method and question teaching method lies in question teaching, which belongs to thinking. To solve this problem, as long as you use your ideas, the result is just an abstract conclusion or principle. "Design teaching method" is a practical activity, and students should not only use their brains, but also practice. For example, writing a poster for Children's Day in Zhang Qingzhu is a realistic problem. To solve this problem, students should first plan the contents, writing methods, required materials and assignments of posters, and then use specific materials to do it on the spot. Finally, we should get a concrete result, that is, weaving jujube into a wall newspaper.

5. Design is a complete homework: in design activities, a learning unit is not a chapter or a lesson, but a complete homework. After doing a design activity, students can get a complete experience, not fragmentary knowledge. For example, after editing a wall newspaper, students will know what materials the content of the wall newspaper should include, how to write that material, how to arrange the materials of each column, and where to put the illustrations ... After that, they will have a specific experience in editing the wall newspaper.

There is a large unit design activity, which is not bound by discipline boundaries. In a design activity, you can use all the textbooks at any time. For example, in order to celebrate the "National Day" and do a large unit design teaching, teachers should guide students to rehearse plays, practice chorus, prepare speeches, write slogans, arrange venues and clean the campus. In this way, the materials of mandarin, music, art, sports, labor, society and other subjects are combined into a whole activity.

6. Design is an automatic operation: in design teaching, from beginning to end, teachers and students should decide their own goals, make their own plans, implement them, criticize them, and teachers are in a guiding position.

Types and general implementation process of design teaching method

Design teaching methods have the following categories:

First, according to the number of students ① individual design: refers to the design activities of each student in a grade. Personal design can be divided into two types: the first is that the design works completed by each student are the same. The second personal design is that everyone does different jobs. (2) Group design: that is, students at all levels or the whole school work together to engage in a design activity and complete a meaningful practical work. For example, students at all levels * * * perform a play together, or all students * * * prepare a National Day commemorative program together. This group design can cultivate students' collective living habits and is of great educational value.

Second, according to the scope of disciplines: ① unit design: single-discipline design, also known as "sub-discipline design", is the design teaching with one discipline as the scope without involving other disciplines. With this design method, it is not necessary to change the school organization and academic level, but also to retain the system of subject-based teaching without changing the curriculum. However, all subjects and self-designed unit activities are studied by design teaching method. Art, labor and other subjects in primary and secondary schools are particularly suitable. (2) Integrated design: also known as "analytical design", which combines several related disciplines and adopts design teaching method to carry out learning activities. This analysis and design method can reduce the disadvantages of subject separation. For example, history, geography and common sense can be merged into one department. ③ Large-sized apartment design.

Third, according to the nature of the design textbook: ① Design of construction: The purpose of this design is to build a successful thing and do specific work to cultivate children's publishing and creative ability. For example, making handicrafts and creating objects (writing a letter, writing a play and publishing a wall newspaper) all belong to construction work. ② Thinking design: The purpose of this design is to solve a problem, such as studying the influence of sunlight on plants and whether mosquitoes are left alone. 3. Appreciative design: The purpose of this design is to make students receive aesthetic education and get entertainment and satisfaction from design activities, such as performing ancient life, performing exotic customs, performing drama, performing dance, holding book fairs, etc., which are all appreciative design activities. ④ Design of exercises: The purpose of this design is to cultivate students' certain skills or habits, such as writing competitions, drawing historical year representatives, drawing product drawings, practicing playing musical instruments to perform (such as high jump and running skills, writing skills of words), methods (such as reading aloud, silently reading, performing and inspecting) and habits (such as hygiene habits and speaking habits).

The general implementation process of design teaching;

First, determine the purpose: design is a purposeful activity. Students must have a clear purpose and strong desire for the activities they want to do, and then such activities can be regarded as design activities. Therefore, the first step of design teaching method is to let students meet the needs of a design activity, and then they will concentrate on it.

Second, draw up a plan: The second step after the purpose is determined is to guide students to plan. Guiding students to make plans is also the most important step in design. A design and planning work should be done by students themselves, so that they can develop their planning ability from many thinking exercises. However, teachers should also make their methods feasible under the guidance of cameras.

3. Implementation: The third step after the plan is made is implementation.

Teachers should also give guidance, supervision, encouragement and help when students implement it. Teachers should use hints and suggestions to guide students how to implement them. He should supervise the students to continue their work so as not to distract them or waste time. He should always encourage his students so that they won't lose heart when they encounter difficulties. He should give students the necessary guidance and help. But he can't work for students.

Evaluation results: When a design activity is successfully completed, teachers should guide students to evaluate the implementation results. The work of commenting should be done by the students themselves, and the teacher just reminds them of the standard of commenting and guides them to use this standard to comment, so that they can develop the habit of self-commenting. Collective design can be commented by students. Sometimes students' own comments are inappropriate and teachers can correct them.

Pay attention to the following points when commenting: ① Is it carried out according to the scheduled plan? (2) Have you achieved the intended design purpose? What did you learn from the design activities? What are the shortcomings in planning and implementation? ⑤ How to improve the next design work? When instructing students to comment, teachers should also encourage students as much as possible, stimulate students' interest in design homework, and thus arouse their desire to do the next design homework.

Design teaching method pays attention to reality, which is conducive to cultivating students' ability to solve practical problems and stimulating students' interest in learning.

After the activity, students can gain complete experience in solving implementation problems. The main problems are: students are not easy to acquire systematic knowledge, easy to miss important teaching materials, students lack practical opportunities, waste a lot of time and need better material conditions.