1992．第20卷第1期（Vol. 20 No. 1）．pp. 316
Development and Reform of the Curriculum of Teaching Methodology
For the past thirty years, a large quantity of research studies have been conducted to investigate the relation between teacher behavior and student achievement under the process-product research paradigm. In this article, we have reviewed three areas of teacher studies: Firstly the teaching strategies and skills, secondly the theoretical models of instruction, and finally the teachers' cognition and reflective thinking. The curriculum of teaching methodology, broadly defined, comprises theoretical knowledge, methodological knowledge, teaching strategies and models, teachers' metacognition and reflection, and practice teaching. The transition or theoretical knowledge into classroom practice depends much upon the training experience of practice teaching and teachers' cognition and reflection. The latter two components appear to be the weaker ones of the present teacher education programmes. The curriculum reform, therefore, should aim at integrating the theoretical learning, the pre-practice training on the planning processes, the practice teaching and instructional supervision and the post-practice training on teachers' metacognition and reflection into an organic system. It is expected that this system will raise the quality of the classroom teaching and teachers' cognition, both of which are essential to the success of the teacher education programmes.