Study On Structure Adjustment Of Normal Institutes In China

The normal institutes are the carrier and platform of normal education. Since the normal education is in closed, oriented and divided condition for a long period, the normal institutes have formed some deep historical faults, and the normal education is being put up intensely to debate whether it is always necessary to be set up independently since it was formed. Under the new condition of transition from normal education to teacher education, the problem that which developing direction should be choosed in teacher education must be solved.In the first part, the development history of normal education in China was introduced and the normal institutes' faults over long time were pointed out. Normal education in China has experienced 100 years, and the normal institutes have trained millions of teachers who made tremendous contribution in elementary education and national quality improvement. It encounters many problems at present, for instance the level structure is not reasonably, the discipline integration level is low, and the talent-taining aims are unitary, etc.In the second part, the influence factor of normal institutes' development was analyzed. It consists of three respects: the development of elementary education, the structure change of teacher demand and the popularity advancement of higher education. The international teacher educations development tide, which displaying the common tendency of teacher education reform, has provided the new experience for normal institutes' regulation and development in China.In the third part, the principle, ideas and paths, patterns and strategy of normal institutes' structure adjustment were elaborated comprehensively. It was pointed out that the structure regulation of normal institutes in China should be geared to the social system and the productivity level of development, the national condition in China, the needs of elementary education reform and the market-oriented economy system, and it should persist in mentality of up-gradative, opening-up, integrative and diversificative orientations. It should be distinguished from varying form, levels, steps and areas.