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    Dr. Song
    from: Kaohsiung
2023-09-27 11:04:41 | onclick: | Some Doubts in Curriculum Teaching

In recent years, I have participated in various teaching activities, such as teaching the postgraduate course "ecology" at the Graduate School of the Chinese Academy of Sciences (now renamed the University of the Chinese Academy of Sciences).In recent years, when preparing for master's degree courses, suddenly there is a doubt, how should students at different levels of the curriculum say it?How to choose and grasp the content and depth?What should be said and what should not be said?What should be said more and what should be said briefly?What must be said and what can be left out?Wait, wait, wait, wait, wait, wait, wait, wait, wait.
Undergraduate courses have knowledge systems and teaching materials.Due to the limitation of school hours, the contents of the textbook can only be taught selectively.So the problems mentioned above arise, such as what is said more, what is said more, and so on.At the same time, people with experience in scientific research always like to talk more in their familiar areas, which has a question of how far?How much is said about scientific thinking, scientific thinking and scientific spirit?How much about the latest developments in the subject area for university students?To what extent can college students accept it?Wait a minute.
Master's degree programs, generally without textbooks, will give students some reference books or references.The postgraduate course is a comprehensive quality training course that prepares students for scientific research activities, expands their knowledge and expertise, and trains them to think, ask questions, design experiments, analyze questions, etc.Therefore, it is generally used to combine the theoretical progress of discipline with the research case.I thought graduate courses should be mainly literature-based, graduate students as the main characters, teacher organizations and comments, it seems that some teachers do not approve of this approach.Over the years I've been organizing graduate students to discuss some of the courses (group-based, 15-20-minute presentations) and it feels good, and the graduate students are responding well.But for master's degree courses, there are the same doubts, the content and depth of how to grasp?How to cultivate graduate students' thinking ability and innovation ability?
Doctoral postgraduate programmes are mostly conducted in the form of lectures or projects.Sometimes it's science popularization classes, which are designed to allow PhD students to broaden their knowledge and understand some of the relevant disciplines in the field.Sometimes it's a professional seminar, and academic presentations are usually the latest developments in each field, designed to keep PhD students up to date on the latest frontier developments.Doctoral students are mainly scientific research activities, and curriculum learning is not the main content.
Some of the doubts in the teaching process are recorded, consulted and communicated.

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