On The Reform Of Teachers-training Model In Teachers Colleges Or Universities

A training model contains the structure of knowledge and abilities, which the educator constructs for the educatee, and the methods to realize it. As a training model, it must have its own theoretical basis, guiding lines, clear train of thoughts and detailed enforcement approaches. It should be a simple, convenient and complete model that can be used for reference and practice. The model we are going to discuss in this article offers pre-job training for middle school and primary school teachers, and it includes the goals of knowledge and abilities, which teachers colleges or universities set for them, and the methods to carry it out. It concentratively embodies teachers' professional sense and thoughts to serve elementary education. Facing the situation of smaller school age population, non-normal universities' joining in teachers-training and the stronger subject consciousness of students, the reform on traditional teachers-training model in Teachers colleges or universities of China has become inevitable.The world teachers-training has a history of over 300 years, and in colleges and universities it also has a history of nearly 200 years. At present, most countries mainly adopt an open model for teachers-training, that is, to teach student firstly with major know ledge and then with professional training. However, a few countries still utilize the model that carries out together the education of major knowledge and professional training such as Britain's training model for primary school teachers. Teachers colleges or universities in China have a history of teachers-training for nearly 100 years, and its main teachers-training model is still directional. A shift from directional training to open training is the present trend in the development of teachers-training in the world. However, the scale of Chinese elementary education is large and there are clear levels between teacher's colleges and universities. This determines that our teachers colleges or universities, at present, can't completely adopt an open training model. During a long period, the ideal training model should be a combined model of directional training and open training.Specialization is an important trend in the international development of teacher profession and it has become the theoretical basis of the reform on teachers-training model in Chinese teachers colleges or universities. As elementary education puts forward higher requirements for the reform, teachers colleges or universities, while in reforming the traditional teachers-training model, must stick to the guiding thoughts of serving elementary education. Teachers colleges or universities must analyze the present education situation andtheir own conditions. To combine teaching and research together is the basic principle thatteachers colleges or universities must follow in the reform. In order to guarantee success of the reform, we need to establish a system to qualify teachers-training units and the setting of training courses, to improve the system of teachers' qualification and employment, to offer more support to teachers colleges or universities and to strengthen the construction of teacher staff in teachers colleges or universities.The reform should be carried out in these aspects, such as the length of training, speciality setting, course system and training methods. We may prolong the training length on the basis of the present 4-year system so that teachers of high quality can be produced. With the rise of more interdiciplinary subjects and the reform of college and university entrance examination, the setting of majors in teachers colleges or universities shouldn't only depend on the classification between subjects and it should be more comprehensive aiming at the requirements for teacher qualification and the preparation for future employment. To talk about course setting, it is to enlarge the knowledge and skill capacity, to strength the basic courses and diversify the elective courses and to improve the rate of teaching practice courses in the whole traini...