A Survey Of Pre-Service English Teachers' Teaching Practice Ability In Normal Colleges

Training and improving the teaching practice ability of pre-service English teachers are the primary tasks for normal colleges, which are also among the important standards to measure the quality of normal colleges' teaching. The transformation of cultivating pre-service English teachers has been actively carried out by normal colleges with the new curriculum reform in basic education. However, after a series of reforms, what about the status of pre-service teachers' teaching practice ability? It is worth further studying.This thesis investigates pre-service English teachers' teaching practice ability based on the teachers' professional development theory, the professional standards for elementary and middle school teachers and curriculum reform of elementary education. The thesis uses the questionnaire, classroom observation, interview and analysis of the cases of instructional design to analyze the condition of pre-service English teachers' instructional design(determining instructional objectives; analyzing students' situation; choosing teaching contents and designing teaching activities), classroom teaching(achieving instructional objectives; presenting teaching contents; implementing instructional process and using teaching basic skills) and teaching reflection(cognition, contents, dimensions and methods of teaching reflection) so as to acquire the current situation of pre-service English teachers' teaching practice ability. 534 pre-service English teachers of five normal colleges(Weinan Normal University, Xianyang Normal University, Baoji University of Arts and Sciences, Yulin University and Shangluo University) in Shaanxi province are chosen as the research subjects, and the author interviewed 5 college teachers, 5 primary and middle school teachers and 10 English majors. the author tries to figure out the following questions:1. What is the present situation of pre-service English teachers' instructional design ability of normal colleges?2. What is the present situation of pre-service English teachers' classroom teaching ability of normal colleges?3. What is the present situation of pre-service English teachers' teaching reflective ability of normal colleges?By adopting Excel 2007 and SPSS 21.0, the author analyzes the statistics from questionnaire, classroom observation, interview and analysis of the cases of instructional design, pre-service English teachers' normative instructional design, positive behavior and earnest attitude have been found. However, there are still some deficiencies:(1) Can not accurately analyze students' non-intelligence factor, cognitive characteristics and knowledge base; the design of teaching activities is not completely based on students' thinking development and actual learning situation, and lack diversity and effective guidance; the way of organizing teaching and the design of teaching activities are imperfect.(2) Performing poorly in regulating and controlling class; lacking innovation in teaching methods; lacking flexibility in presenting teaching contents; paying little attention to guiding students' learning methods.(3) Lacking effective reflection on teaching practice, which rarely reflect the advantages and disadvantages of teaching practice with the details of teaching activities, students' classroom response and effect of reception;lacking rational thinking on teaching reflection, which rarely from teaching details to develop rational thinking, and make the perceptual knowledge rise to rational knowledge.In order to guide and promote pre-service English teachers' teaching practice ability,the research provides some suggestions: 1.Updating educational concepts; 2.Reforming teaching methods; 3.Increasing the types of practical curriculum; 4.Emphasizing the periods of teaching practice; 5.Strengthening the supervision of teaching practice; 6.Reflecting on teaching practice.