Abstract:

To address the new demands for talent cultivation in China’s modernization,and in response to current teaching issues in China,the development of Developmental Pedagogy can guide the construction of the national teaching theory system. Developmental Pedagogy redefines the value orientation,content selection, and process organization of teaching. It shifts the focus from knowledge mastery-based teaching to fostering students’competencies and qualities to meet the needs of modernization. In content selection,teaching should go beyond just knowledge acquisition,integrating diverse learning activities like symbolic,operational,communicative,observational,reflective,and practical learning to support students’all-around development. Regarding the organization of the teaching process,teaching should be understood through the lens of students’ quality and competency development. Since active participation in practical activities is the vehicle for cultivating students’ qualities,the function of teaching lies in creating the conditions for,and promoting, students’ active and independent learning. The mechanism of teaching is reflected in indirectly influencing the development of students’ qualities through the stimulation of their proactive activities. The teaching method is primarily manifested in designing student learning activities,stimulating students’ initiative in these activities,and facilitating students to independently and effectively complete the learning process. Based on these educational concepts,the New Compilation of Teaching Theory establishes a theoretical framework for Developmental Pedagogy,while Learner-Centered Pedagogy presents a practical model for its implementation in the classroom.

Key words: knowledge mastery-based teaching, lecture-centered teaching, developmental pedagogy, learner-centered pedagogy, autonomous knowledge system construction