A Tentative Tesearch On Transitional Reform Of Teaching Practice

As a social phenomenon, education appears with theadvent of human society. Emerging together with teacher education, teaching practice has undergone a gradual development process and made up a significant part of teacher education. However, dozens of years' research on teaching practice and reflection on the reform practice since 1994 have provides us with not only the opportunity to summarize experience based on achievements reached but the opportunity to reflect rationally on the source of current problems. It proves not difficult to find that there exist fundamental problems in traditional teaching practice mainly represented by the incompetence of its purpose to meet the demand of modern society's development, the singleness of role orientation among the three parties (teachers in higher education, teachers in middle and primary schools and interns) caused by the traditional implementation method of teaching practice, and the lack of interaction among the three parties.Part one of this thesis presents a detailed analysis of the three problems, through which we find that the problems can only be settled through reform at a new level backed by a new understanding of "teaching practice" . With this, part two is developed to find and setup the values to which teaching practice is oriented. By analyzing the background of teaching practice reform, the main theme of the development of times and society is confirmed—the advocacy of "human' s development" and "initiative" . Accordingly, the meaning of teaching practice has been re-realized and its contents have been re-arranged. Part three deals with the subjects of teaching practice reform. Considering the singleness of role orientation among the three parties caused by the traditional implementation method of teaching practice, the respective roles played by teachers in higher education, teachers in middle and primary schools and interns are specified in this part and the approach of how to act properly is explored.The last part of this thesis probes into the key point of my thesis—the strategy of teaching practice reform—achieving multi-dimensional and effective interaction. Such interaction not only exists between teachers in higher education and interns, teachers in middle or primary schools and interns, as well as teachers in higher education and teachers in middle or primary schools, but also exists between intern students, groups of interns, and between intern students and their groups. The same is true between teachers from different colleges and schools. Such kind of interaction is effective in that interaction and confliction in thinking are involved when teachers and interns try to achieve the objectives of teaching practice through mutual concern and form a relation format of mutual regulation by responding to information, a starting point, conveyed in different ways from the other side. This part explores mainly into how the effective interactive relationship between the subjects of teaching practice is formed and how the dynamic productive process is developed and achieved. The efforts also go to the practical exploration of the effective multi-dimensional interaction of various forms between teachers in higher education, teachers in middle and primary schools, and interns.