The Countermeasures of Training Interest of Chinese Normal University Students in Learning Public Pedagogy

Fang YIN, Xinlan LI


For a long time, the phenomenon like “take notes in class, recites the notes before the exam and forgets all of it after the exam” has been the reality of studying public pedagogy in Chinese normal university. So how to stimulate the students’ learning interest is one of the urgent issues. The constructivism learning theory considers that the student should be proactive constructor of the meaningful information when they are learning. So this article considers that the teacher could stimulate the normal university students’ learning motivation of public pedagogy by following aspects: First, develop case teaching to stimulate the reconstruction of students’ cognitive structures; second, organize group rehearsal to accumulate the students’ practical knowledge of education; third, carry out survey to strengthen the students’ perception about the worth of education; fourth, watch education video to motivate the students’ educational emotion; fifth, build dynamic learning contents to strength students’ learning passion.


Normal university students; Public pedagogy learning interest; Group trial lecture

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Geng, W. X. (2009). Analysis of the factors affecting normal students’ interest in the curriculum of educational theory. Educational research, (12), 80-84.

Guo, L. Z., & Yu, Y. Q. (2010). Case teaching strategy in the course of public pedagogy. Journal of Inner Mongolia Normal University (Education Science Edition), (11), 100-103.

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Pan, W. Y., & Wang, W. L. (1995). Higher Pedagogy (p.232). China: Fujian Education Press.



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