Study Of The Educational Practice Mode In Local Comprehensive Universities On The Undergraduate Level

In recent years, more and more local comprehensive universities on the undergraduate level appear, which becomes an important part in the higher education. As most of those schools are originally developed from academies, they have to face the task of ascertaining the orientation and accelerating transformation of running schools. In order to make those schools worthy of the names and abundant in their own characteristics, on the basis of the establishment of the function of running schools, subjects and majors, models of cultivating capable persons, teaching faculty, and interior management, ect., a vision of running schools should be further established in the aspects of vision, quality, person with ability, characteristics and harmony, which will be helpful to explore the specific ways of their transformation. During the transformation, the reform of teacher-training practice mode must be touched upon as the transformation relates to the teacher-training education and reforms.The formal teacher-training education sprung up in the early 18^th century. Different countries have different modes of educational practice due to the influence of economic development, theoretical levels of educational theory and patterns of running schools. The current educational practice mode in our country is the mode of "theory combined with practice". The main purpose of this mode is to solidify students' major ideas, to put theory into practice and to cultivate students' basic teaching abilities. However, this mode is the mere inheritance and mechanical implementation of the original mode and cannot offer innovation for the teacher-training education in the local comprehensive universities on the undergraduate level. As a result, this mode is no longer compatible with the intrinsic requirements of "making teacher-training education better". Reforms on the teacher-training education and the innovation of the mode of teacher-training educational practice have to be carried out in order to make teacher-training major students irreplaceable by non-major students. The gradual educational practice mode will be established in the ordinal aspects from educational practice tutors to educational practice bases, and then to basic teaching skills for teacher-training major students, which just fits the intrinsic requirements of the teacher-training educational practice process in the local comprehensive universities on the undergraduate level.