From Closure To Opening-Up

During 30 years of reform and opening-up,China's social,political,economic, cultural and other fields have undergone earth-shaking changes.The education field is no exception.In the 30 years,from reconstruction to self-reformation,from closure to opening-up,the teacher education has a historical process with gradual change and ceaseless innovation.It is necessary to summarize different stages of the teacher education,analyze the existing problems,and draw lessons and revelations so as to guide the reform in teacher education.This is not only the need of theoretical research on teacher education,but also the need of real reform.This paper adopts literature method to collect and arrange the material,and through qualitative analysis method,the text analysis method,the comparison analysis method to induce,summarize and analyze,and thus grasp the general law of China's teacher education opening-up process.This paper sets teacher education from the closure to the opening-up as the main line and analyzes the 30 years of process in three stages,according to the different characteristics of opening,respectively in the late 1970s to 1980s middle and late 1980s to the middle of 90's,in the late 1990s to the 21st century.Each phase reviews the macroscopical reform and development of the whole teacher education and sums up the characteristic of each stage and summarizes each as fully restoration,rapid development and reformation and innovation.Under this macro background,The paper investigates the characteristics and the extent of teacher education to open,analyzes it from three latitudes of national macro policies,the theoretical research and school practice,and according to the degree of the opening-up,divide it into three characteristics and stages,namely brewing up,preliminary opening and comprehensive opening,and then further combine the background,social development and education development situation and the trend of teacher education so as to analyze the reason of opening-up deeply.The analysis of 30 years history of teacher education opening-up shows that China's teacher education continuously absorbs advanced theory and experience of developed countries,and makes them localization according to the fundamental realities of the country and the basic education presents and then find a way with Chinese characteristic and make great contribution to China's huge basic education development.However,we also find that,in the course of reform,in all kinds of normal colleges such as secondary normal schools,higher normal colleges,colleges and schools,and so on,education teacher quality resources are eroded greatly;The lack of government investment and the miss of evaluation mechanism accelerate the blind transformation of some normal universities.Part of normal colleges weaken teacher education in their development objectives;the comprehensive advantages of normal colleges after transformation and upgrading don't become true;education department,normal colleges and other universities who participate in teacher education don't pay enough attention to teacher education.Moreover,the non-normal universities are lack of corresponding qualification standards and evaluation mechanism,etc.By reviewing 30 years of teacher education opening in China and finding the historical truth as well as analyzing the existing problems,we can achieve some basic experiences and revelations:the opening up of teacher education meets the trend of international teacher education,and must accord with the fundamental reality of China,adapt to the development situation of basic education,rely on the policy support of government,establish entry and evaluation system,etc.These experiences and revelations are concluded from the analysis above naturally and try to provide some reference and suggestion for the reform of education.