Transformation Of Normal University Personnel Training Teachers Deletion And Reconstruction

Normal education is one of the most important components of Chinese higher education system. It undertakes the great mission to cultivate competent educational workers. Obtaining successful experience from the worldwide reform in the open system of teacher education, China began to embark on teacher education reform since the late 19th century. Taking comprehensive development as a goal, normal universities start to transit from an independent normal education system to open, integrated teacher education system. This transition exerts significant and far-reaching influence on the development of China's normal education.In the light of the missing of pedagogical nature, this thesis, based on the analysis of the causes and features of the transition, attempts to reveal its symptoms and social influence and makes a tentative exploration on how to reconstruct the pedagogical nature in the current new situation.The thesis is composed of five chapters.Chapter one is an introduction, giving a brief account of the rationale significance of this study, previous studies of this topic, and research methods of this thesis.Chapter two makes a basic judgment on normal education transition. Through defining normal education transition and analyzing the causes and features of the transition, this chapter answers the questions as follows: Has normal education experienced a transition? How did the transition happen? What caused the transition? This chapter also demonstrates the inevitability of the transition and presents a preliminary discussion on the profound influence on normal education.Chapter three focuses on the highly profiled missing of pedagogical nature in normal education. (Here the word"profiled"is used to indicate that pedagogical nature missing is a phenomenon prominently exposed during the transitional period rather than a by-product of higher normal education transition.) This chapter analyzes the relationship between academic nature and pedagogical nature, pointing out the mutual-stimulating property of academic nature and pedagogical nature and the dialectical relation between the two. Furthermore, this chapter expounds the causes and features of pedagogical nature missing and its tremendous impact on teacher training in normal universities as well.Chapter four proposes the corresponding strategies on how to reconstruct the pedagogical nature in higher normal education. From the perspectives of policy guiding and modification in higher normal educational development, it offers some strategies to strengthen, improve and carry out the pedagogical nature in six aspects.Chapter five is a conclusion. After reviewing the argument and illustration in the thesis, it presents a prospect on the reform and development of normal universities.Closely concentrated on the reality of teacher education reform and development in China, the thesis expresses great concern about the pedagogical nature missing in normal universities and proposes the strategies to reconstruct the pedagogical nature. It is hoped that this thesis will shed some new light on the development of higher normal education reform with its originality and feasibility.