Curriculum Of Teacher-Education In The Normal University: Problem, Cause And Strategy

Curriculum of teacher-education in Normal University is a professional curriculum for the training of teachers in primary and secondary school, the curriculum is the key to improve the quality of education and plays an irreplaceable role in the process of teacher-education. The elementary education in our country deepens its reform, and puts forward higher requirements for teachers’ professional development, which means that curriculum of teacher-education in Normal University is facing new challenges.In the essay the author looks up a large number of document literature and does a lot of investigation. The author finds out that the current curriculum of teachereducation in our country exists many problems and haven’t got enough attention. The current teacher-education courses can not adapt to the need of teachers’ professionalization. Therefore, it is imperative to reform the curriculum of teacher- education in the normal university. It is necessary to summary and refer to the successful experience in domestic and foreign countries. Through the analysis and investigation about the present situation and the existing problems of the current curriculum of teacher-education, the author puts forward some reasonable suggestions about reform.Based on the above reasons, the author chooses the interview as the research method and a Jiangsu Normal University as the sample. The author selects 23 student of Chinese, mathematics, English majors who have just finished the 3-month internship in an elementary school. The author interviews them about the setting, implementation and existing problems of curriculum of teacher-education in the normal university on the basis of their internship. Through the investigation, there are many problems in the setting and implementation of courses. For example, the subject curriculum and curriculum of teacher-education is out of balance. The implementation of curriculum is too casual, the content is empty and outdated and the teaching and assessment methods are single. These problems not only lead students’ lack of attention and understanding about the curriculum of teacher-education, but also reduce their interest and enthusiasm about their subject courses, which seriously affects the effects of teacher-education courses; at the same time, the teacher-education courses also lose its function.The study shows that there are many reasons that cause the problems of teacher-education courses. First of all, the guiding ideology of the curriculum goes wrong, which emerges the separation of "academic" and "normality" and the separation of theory and practice. Education in the normal university focuses on imparting knowledge rather than developing students’ professional attitude to be a teacher; furthermore, the shortage of teacher-education curriculum resources, the professional teachers and the teaching practice places cannot meet the needs of students in the normal university. The content of curriculum is inadequate, the evaluation system is incomplete, all these have led to various problems in the setting and assessment of the teacher-education curriculum.The essay discusses the ideas and solutions about the reform of the curriculum of teacher-education from the perspective of the professional development of teachers. The normal university should take the setting of the curriculum, the construction of the professional teachers, the practice teaching activity and the teaching evaluation system into consideration seriously, so as to further enhances the ability of cultivating teachers, improves the quality of teachers in primary and middle school.