Research On Educational Beliefs Of Teachers Of Non-normal Major In Junior Schools

Teachers’ educational beliefs from the macro-perspective is an overall concept about student,teachers and education.From the micro-perspective refers to teachers hold the firm views about relevant factors of student management,curriculum and teaching,students’ learning and teachers’ role in the process of school education situation.And these viewpoints have important significance on the teacher’s teaching behavior.This paper is based on the professional development of Non-normal major junior high school teachers,through a questionnaire survey of 213 Non-normal major junior high school teachers,and 3 different gender,age,teaching years of Non-normal major junior high school teachers interviews.Starting from the reality situation of their educational beliefs and further exploration of the cultivation of Non-normal major junior high school teachers’ beliefs under the new situation.On this basis,from the society,school and teachers themselves three aspects puts forward suggestions of teacher education professional training,in order to promote the Non-normal major junior high school teachers’ professional development,strengthen the stability of future teachers,improve the teaching quality of basic education.This paper consists of four parts: the first part is the reason explanation about selection of Non-normal major junior high school teachers’ educational beliefs,and analyzes the relevant domestic and foreign literature.On the basis,make a more profound explanation about the Non-normal major junior high school teachers’ educational beliefs’ investigation background and significance.The second part defines the related core concept of teacher’s education belief.The third part through combine the scientific research method of questionnaire survey and interviews to make an interpretation and specific analysis on Non-normal major junior high school teachers’ educational beliefs.The basic conclusion is that Non-normal major junior high school teachers’ educational beliefs overall in the middle level.The specific characteristics of belief display in: manage contents and principles were grasped clear and comprehensive on student management beliefs;the objectives of belief in the course were grasped clearly and pay attention to the pluralistic evaluation course;the teaching beliefs tend to focus on practical teaching contents and advanced teaching technologies;on the students’ learning beliefs have the clear cognition of students learning goal,pay attention to the development of students’ comprehensive quality;teachers agree with multiple roles on the role of teachers beliefs and form the development community.At the same time,according to the results of the survey and interview,this paper makes an analysis of the problems and reasons of the Non-normal major junior high school teachers’ educational beliefs.Specific problems as follow: Non-normal major junior high school teachers’ autonomous consciousness is weak on the study and update education teaching theory knowledge;lack of scientific research consciousness;occupation intention is utilitarian;pre-service teaching practice is not clear;the education cognition is divorced from the value orientation,separation of knowledge and practice.The fourth part is under investigation and interview non-teacher major junior middle school teachers’ educational beliefs on the basis of the status quo,combined with the education belief system and research results,to develop non-teacher major junior middle school teachers’ educational beliefs and puts forward related suggestions.Recommendations are from the external and internal of them.The external recommenddation is that the society and the school provide the guarantee conditions for the development of the teachers’ educational beliefs.In particular,pay more attention to and create an ideal environment for the development of teachers’ beliefs from the society,and the school improves the better training plan and strengthens the teachers’ education belief by enhancing the teachers’ comprehensive quality.The internal recommendation is that the non-normal teachers continuous study and update their knowledge base and reading a lot of classical education.Finally,develop their own subjective consciousness and subjective ability,and actively construct the positive educational beliefs.