Research On Practical Teaching Of Undergraduate Major In Primary Education Based On Professional Competence

The status of the vocational abilities of the primary school education undergraduate majors’ students relates to the graduates’ employments and developments, affecting the overall level of future primary teachers, furthermore reflects the talent training’s quality of higher education. However, there are some issues that cannot be ignored in the cultivation of students’ comprehensive vocational abilities, such as most graduates training practice experiences and vocational abilities are unable to meet the demands of elementary schools’ teaching jobs, cause a series of serious problems about job-taking difficulties, lengthening the on-job adjustment period, and leaving the teaching positions, and so on. This is the waste of time, economy and resources. To avoid and reduce the repeated problems, we must pay attention to the cultivate and promote the primary school education undergraduate students’ vocational abilities. And practice teaching is the important guarantee of the comprehensive vocational abilities training of the primary school education undergraduate majors’ students, it is the key to revealing professional advantages,achieving sustained competitiveness, and seeking their own development and breakthrough for the primary school education undergraduate.It is well recognized in vocational education area, and also be valued in primary school teacher education. This paper argued that the elementary school teachers’ pre-service education with vocational education attributes and characteristic, and "vocational ability" should be the core concepts of its talent cultivation, especially the practice teaching. This thesis put the intersections of elementary school teachers’ pre-service education and vocational education: research of vocational abilities education as a breakthrough point, analyzed, thought, and took a new look at the primary school education undergraduate major’s practice teaching from the theory and demonstration comprehensively.This thesis was divided into five parts, the main research contents are as follows:The first part was introduction. This part mainly elaborated the selected topic reasons, research significance, current research reviews about practice teaching and vocational abilities oriented primary school education undergraduate majors’ practice teaching at home and abroad, the major research theories, concepts, research ideas and methods.The second part was theoretical analysis. First was an overview of the primary school education undergraduate majors’ practice teaching. The second was to take practice teaching effects as the breakthrough point, highlighted that the practice teaching activities played an important role in the vocational abilities training. Finally, interpreted and discussed the connotation and characteristics of being based on vocational abilities oriented primary school education undergraduate majors, emphasized the necessities of advocating vocational abilities oriented primary school education undergraduate majors, especially in the practice teaching.The third part was practice exploration. This part took the Vocational Education Institute in Yunnan Normal university for an example, knew the present situations of its primary school education undergraduate majors’ practice teaching, focused on dissecting professional abilities training results and characteristics, existing problems and reasons, highlighted the core theme about the professional abilities training, situation creation, learner-centredness, practice, cooperation and evaluation in the process of analysis and discussions. Discoursing upon the rationality, feasibility and necessities of advocating vocational abilities oriented primary school education undergraduate majors’ practice teaching from the empirical aspects.The fourth part was countermeasures and suggestions. This part was based on implementations of vocational abilities oriented primary school education undergraduate majors’ practice teaching, combined with its connotation analysis, took the vocational abilities as the main line. Then, merging the vocational education advantages, features and three great theoretical elite of the teacher profession theory, competence-based education theory, learning theory of constructivism into exploring how to improve the teaching practice, and putting forward related suggestions.