Research On The Value Orientation Of Training Courses For Primary And Secondary School Teachers In China Since Reform And Opening-up

The value orientation of courses refers to the guiding values held by the courses design subject in course designing,which is embodied in the selective tendency of courses goal,courses structure,and course content determination.The value orientation of courses is accompanied with both the technical arrangement of course design and the whole process of the implementation of the elements.It is the “ghost” and “invisible hand” behind the specific technology of the course design.In the process of long-term teacher training,the author's found that there appear in the present teacher training courses some features such as variety of value orientations,diversity of ideas,complication and miscellaneousness of course design concepts,and various sounds' waxing and waning.Due to the lack of research,many course participants,including different training institutions,course designers,trainers,and teachers attending training,show the lack of awareness of course orientation,and inability to effectively communicate,design courses and form composite force under the standpoint of relative consensus and clarity.It is one of the important reasons that leads to the “disorder” and “inefficiency” of teacher training.Based on the history and reality of teacher training in China,having its eyeshot traverse the 40 years of China's reform and opening up from 1978 to 2018,this study aims to examine three main issues: firstly,the historical stage of primary and secondary school teachers training in China since the reform and opening up;secondly,the value orientation of training courses for primary and secondary school teachers in China since the reform and opening up;and thirdly,the influencing factors of the value orientation of teacher training courses.Taking the historical development of teacher training as the main line,the research focuses on teacher training courses in different periods,mainly adopting the methods of literature,text analysis,interview and Delphi.First,literature research.Through the retrieval and reading of the relevant literature at home and abroad,the analytical framework of the value orientation of teacher training curriculum is established,and according to the important policies and key events of teacher training in different periods,the teacher training in primary and secondary schools in China has been divided into "four stages" since the reform and opening up.This paper puts the training curriculum of primary and secondary school teachers in China under the historical coordinate and restores the historical truth of the training curriculum of primary and secondary school teachers since the reform and opening up.The second is text analysis.The research is carried out according to the four stages of teacher training development,37 teacher training courses in different periods are selected,and the text analysis is carried out from three aspects: curriculum goal,curriculum structure and curriculum content.The characteristics of teacher training curriculum in different periods are revealed,and the judgment is made according to the analytical framework of curriculum value orientation.finally,the value orientation of primary and secondary school teacher training curriculum in different periods is determined.Furthermore,it comprehensively shows the changes of the value orientation of the training curriculum for primary and secondary school teachers in China since the reform and opening up.The third is the Delphi method and the interview method.Through literature reading,this paper preliminarily delineates the influencing factors of the value orientation of teacher training curriculum,and further uses the Delphi method to determine the six main influencing factors of the value orientation of teacher training curriculum through the letter inquiry of 11 training experts,including educational reform and development,training policy and standard,training theory and practice,the development of educational technology,the needs of teachers' professional development and the quality and concept of curriculum designers.Finally,through literature research and interviews with experts and training teachers,this paper reveals the impact of different factors on the value orientation of teacher training curriculum.The conclusions of this study are as follows:First,since the reform and opening up,the training of primary and secondary school teachers in China can be divided into four stages: the stage of educational background compensation(1978-1988),the initial stage of educational background compensation,improvement and continuing education(1989-1998).The stage of continuing education was carried out in an all-round way(1999-2009)and the stage of full implementation of the National training Plan(2010 to present).Second,since the reform and opening up,the training curriculum of primary and secondary school teachers in China has shown different value orientations,and the curriculum in the stage of academic compensation(1978-1988)has shown the orientation of knowledge center.the curriculum in the initial stage of academic compensation,improvement and continuing education(1989-1998)shows the transition orientation from knowledge center to ability center,and the curriculum in the all-round development stage of continuing education(1999-2009)shows the orientation of ability center.In the stage of full implementation of the National training Plan(from 2010 to now),the curriculum shows the coexistence of professional development orientation and comprehensive literacy orientation.On the whole,the value orientation of teacher training curriculum in primary and middle schools in China is characterized by the change of knowledge center-ability center-professional development-comprehensiveThird,the formation and change of the value orientation of teacher training curriculum are affected by many factors.Fourth,the value orientation of teacher training curriculum follows certain logic of change.The recommendations put forward by this study are as follows:The first one is for the teacher training course designers: firstly,strengthen the teacher training course research,enhance the awareness of orientation of courses,implement course design techniques under the clear guidance of course orientation;and secondly,strengthen the learning of policies,standards,and theories regarding teacher training to ensure correct course value orientation and normative course design techniques.The second recommendation is for teacher training institutions: firstly,grasp the status quo and trends of educational reform and educational technology development,and make a correct judgment on the value orientation of teacher training courses;secondly,consciously establish a course design team to avoid both bias resultant from individual perspective and restriction caused by experience of course designers;and thirdly,set up training programs in accordance with the principles of stratification,classification,and post assignment,and focus on training courses of theme design depending on teacher's reality,The third recommendation are for policy makers of teacher training courses: firstly,based on education reform and development,timely update the professional standards of teachers,providing foundation for teacher training course designing;and secondly,based on the theory and practice of teacher training,timely launch of teacher training policies and promote teacher training experience.The fourth recommendation is for researchers of teacher training course: firstly,carry out researches on design,development and study of teacher training courses under the orientation of comprehensive quality;and secondly,choose the perspective of knowledge sociology to conduct an in-depth analysis of the value orientation of training courses fir primary and secondary school teachers.