Educational Reflections -- Educational Essays in the series Da Xia Books

Author: Zheng Jinzhou
Publisher:
Publish Date: 2005-04-01
Features: "The pedagogy of the Soviet Union is a prescriptive pedagogy, while that of the United States is a pharmacological pedagogy. A prescription, no matter how effective, cannot cure all illnesses. Only by understanding the pharmacology behind the prescription can one adapt to changing circumstances without fail." This is a metaphor from the article "The Pursuit of Localization of Pedagogy" in Zheng Jinzhou's new book "Fragments of Educational Thought." Reading the book by Professor Zheng Jinzhou, a Ph.D. in pedagogy from East China Normal University, one cannot help but feel the influence of this pedagogical approach. For frontline educators, pedagogy can be dry, but "Fragments of Educational Thought" does not evoke such a feeling. If educational theory cannot guide educational practice or be accepted by frontline teachers, as Professor Zheng Jinzhou sees it, it is mainly because "the theory itself is not yet mature enough to find a certain balance mechanism between theory and practice." Therefore, "educational theory must dare to face practice." Professor Zheng Jinzhou embodies this. "Fragments of Educational Thought" discusses many educational issues, including some pedagogical theories, but the focus is more on educational practice and phenomena. Topics such as "quality-oriented education," "innovative education," "classroom teaching," "school-based curriculum," "school-based training," "campus violence," "teacher-student interaction," "case-based teaching," "curriculum reform," and "teaching research" are familiar to. As a young director of doctoral studies at a normal university, Professor Zheng Jinzhou insists on visiting primary and secondary schools to observe classes. This not only demonstrates a method of scholarship but also reflects an attitude toward scholarship. No wonder he has quickly become a young theorist with extensive writings and significant influence in the field of educational theory in just a few years. The perspective of an educational theorist in viewing educational issues is naturally different from that of an ordinary teacher. For example, when it comes to observing classes, the article "Observation and Recording in Class" is no less than a study in itself. "The observer should enter the classroom a few minutes early," then "observe the students' state," "talk with the teacher," "talk with the students," "choose the seat they want to sit in," and "draw several sketches of the classroom desk arrangement for later use." After the bell rings, the observer can focus on "personality characteristics," "verbal interaction," "nonverbal behavior," "activities," "management," "use of teaching aids," "cognitive level," "social aspects," "emotional level," "use of teaching materials," and "time." As for classroom records, there are techniques as well, such as choosing between "" (