A Comparative Study Of Shanghai And Taipei Biology Teacher Training Mode

Biology teacher training has gone through a hundred years,especially since the reform and opening up. It has gainedunprecedented attention and develop-ment，and gradually formes itsown advantages and characteristics. However, comparing withdeveloped countries, professional Biology teacher training still hasmany problems and difficulties, which makes it incompatible with thestrategic requirements of the normal development of biologicalscience and education, while restricting teachers play its properperformance.With the increasing promotion of international exchanges，themodel of teacher training for biological teachers has also been putforward to the higher requirements. At present, in order to deliverqualified biology teachers to the high school, colleges and universitiesare specializing in the creation of relevant courses. But in terms of theteachers’ quality，the overall situation is not optimistic. The trainedteachers are still inadequate. Therefore, social and school educationshould vigorously strengthen the biological normal students, whiletraining should focus on strengthening the biological faculty ofprofessional.In many modern Chinese education researches, the study ofbiological normal students is still lack notice. On the current literaturecollecting, the study focus on the biological and professional development, in comparison, the study on teacher training modelparticularly stay on individual issues, individual areas, individualbehavior, which lack of overall, combing and analysis system.This paper focuses on biological normal teacher training modebetween Shanghai and Taipei, from the status of college biologyeducation building. It tries to make a comparative analysis of thebiological education system of teacher training mode between twosides. Based on the training model, training courses and trainingmethods of biology teachers in high school in Taipei, it focuses ontraining objectives and plans, academic admission requirements,urriculum and academic requirements, course content and practicerequirements, research and dissertation requirements, certification andemployment system. From the differences of education training modeof biology teachers in the high school, we complement and learn fromeach other so as to improve our training philosophy and promote thecommon development of both sides from the mutual exchange andcollaboration. This paper reflects the status of the biology teachereducation conduct training model, while finding ways to approachregional development, and build more in line with biology teachertraining model of international vocational teacher and professionaldevelopment.