The Curriculum Of Teacher Spoken Language: Questions And Countermeasures

It is curriculum of teacher spoken language that is one of compulsory courses for normal university student to processes occupational skills. The original National Educational Committee issued" Teacher Spoken language Curriculum Standards for Normal Colleges and Universities Teacher", May 1993, requiring all levels of each kind of normal colleges and universities should involve this curriculum into the plan of instruction in order to strengthen students' teacher occupational. Under the context, the course of teacher spoken language is arisen. Strengthening the curriculum construction of "the teacher spoken language" is not only conductive to shape normal student's professional skill before career, but also laid the foundation for development of in-service.Based on to the present situation, there are many questions in the process of developing the curriculum of teacher spoken language. For example, the time of instruction is limited, the content of textbook is too much, clear and explicit evaluation criteria is absent, and even the "Teacher Spoken Language" is replaced by the "Mandarin" in some colleges and universities at present., overlooking the core of this course is training of the teacher professional spoken language and resulting in many normal students can not adapt to the career. All sorts implementations which violating standards immediately have influenced the curriculum construction of "teacher spoken language" and teachers' professional development. Through the investigation of novice teachers (have been working for 3 years and below 3 years), the author found that their postures lack of self-confidence, oral expression is not smooth, language instructive is insufficient, and the capacity of dealing with the urgent condition is not strong. The week curriculum construction of "teacher spoken language" is a contribution to the appearance of these questions.At present, the majority of researches on "the teacher spoken language" are inquiring from the perspective of instruction methods and models, while few research is concerning about teacher professional skills, therefore rarely has the research to study the significance of curriculum construction of this curriculum to promotes teacher's professional development. This article attempts to present the questions existing in curriculum construction of this course, according to the situation of school teachers occupational spoken language, the comparison of prevail different versions of "Teacher Spoken Language" textbooks and the analysis of universities' condition about "the teacher spoken language" curriculum, then based on the teacher specialized angle of view proposes the concrete strategies to curriculum construction of "the teacher spoken language" : Formulation of curriculum goal should highlight professional characteristic; textbooks of "the teacher spoken language" should focus on students' occupational skills; instruction of "teacher spoken language" should rely on the practicality; effective assessment methods and the technologies should be developed; professional teachers group should be molded.This research hope to explore the new ideas and new methods in curriculum construction of "the teacher spoken language" in normal colleges and universities at the certain extends, and develop the curriculum of "the teacher spoken language" to be specialized in the normal curriculum system.