Higher Teacher Education Practice Courses

Teaching ability is the core content of teacher's professional development, and it embodies the teachers'teaching level. The process of enrichment and development of the teachers'teaching ability runs through the process of pre-teacher training and in-service teacher training. Practice curriculum of the higher normal university is the carrier of pedagogic characteristic, comparing to the curriculum of pure theory, the practice curriculum point to the teaching directly. The pre-teacher educators can promote the normal students to create their teaching ability by selecting rational content and form, as a result the normal students can elevate their jumping-off point of career, and construct professional ability and consciousness independently. The study tries to offer advice for the reform of practice curriculum of the higher normal university by analyzing the foundation of theory, the content, the form of practice curriculum.Basing on analyzing the document, the study puts forward:Teaching ability is the organic entia of individual theory and teaching behavior, that is based on the teacher' experience, knowledge and education theory; that can promote the physical and mental development of the students healthily and harmoniously by teaching design, teaching performance and teaching reflection, that also can help the students and teacher to taste and actualize the meaning of life on one's own initiative. Practice curriculum of higher normal university is the summation of all kinds of activities. In detail, practice curriculum is set up and implemented by the higher normal university, and its goal is to promote the normal students to create and improve their teaching ability, to construct their individual theory on education and teaching.In the study, the researcher trace the development path of teaching practice in the U.S.A, the UK, Germany, France, Japan and China. In order to review the effect on the normal students'teaching ability of the content and form of practice curriculum that is being implemented, the researcher adopt the questionnaire and field research to study the normal students teaching ability from the three aspects teaching design, teaching performance and teaching reflection. The data from the questionnaire show that there are differences among the free-tuition normal students'teaching ability in the teaching design, teaching performance and teaching reflection. And among the three aspects of the teaching ability,the average core of the teaching design dimensionality is the lowest, while the teaching reflection dimensionality is the highest. The free-tuition normal students'teaching ability are different of different sex, the type of higher school that the normal ever studied in, professional achievement professional, type of teaching practice and the area of teaching practice.In the study, the theory base of practice curriculum is probe into three aspects:the philosophical base, the sociological base and the psychological base. In detail, the interest-construction theory of Habermas is the philosophical base; Habermas' Theory of Communicative Action; and the merge of Behaviourism and Constructivism is the psychological base.Based on the analysis of the character of teaching, the actual teaching ability of normal students, the actual practice curriculum design that is being performed, the study put forward that basic teaching ability is the content of the practice curriculum. The basic ability consists of two parts:the first part includes oral skills training and handwriting skill training; the second part can be divided into the training of teaching design, implementation, and reflection. The training for the kills of teaching design include the following content:the study of disciplinary curriculum criterion, the study of textbooks of primary education, introduction for the idea of curriculum reform, the training of the design of letter on the blackboard, the training of the design of modern teaching medium. The training for the kills of teaching implementation include the following content:stirring the learning motivation, statement and demonstration, problem-raising, feedback and reinforcement, the disposal of accidental happening.Based on the viewpoint that the practice curriculum is oriented on cultivating the teaching ability of normal students, the practice curriculum is organized into two types: informal curriculum and formal curriculum. And the informal practice curriculum includes two kinds of form of curriculum organization:the basic teaching skills competition and the Lecture Group. The formal practice curriculum include three kinds of form of curriculum organization:observation teaching, simulation teaching, and the practice on the spot of the primary and middle school. In the study, the researcher study the content, organization and implement of every kind of the concrete form of curriculum organization. As a kind of activity curriculum, the organization and implement is the two processes of an activity. There are different principles in different formats of organization, while there are some principles that are common in all kinds of formats of organization, the subjective, the reflective, and the demonstrative principle.The practice curriculum evaluation is the rethinking of the curriculum design and implement, the practice curriculum aims at promoting the normal students to generate and rich their teaching ability, the attitude that is represented in the process of education practice implement and the behavior of normal students is the main carrier of the practice curriculum, and the evaluator should follow the following principle subjective, olitant, developmental and the combination of formative and summative evaluation. And Portfolio assessment, job evaluation, academic examination and questionnaire can be used as concrete method in education practice curriculum evaluation.