Development Of Students With In-post Practice Teaching Skills Driven By Achievement Need Theory Case Tracking?Diagnosis Research

The development of education is inseparable from the teachers.Training and bringing up outstanding teachers is a strong expectation of education in our society and the country.The cultivation of normal college students in teachers colleges and universities is the first step for teachers to cultivate a long march.Hebei Normal University attaches great importance to pre-service teacher education,in order to effectively improve the professional maturity of normal school students.Hebei Normal University has launched a full-scale internship support education project.To date,the “3.5+0.5”(three-and-a-half years of professional knowledge in universities and six-year education in basic education schools)has been implemented as a mode of training for internships.It has been found in practice that although internship students have studied theoretical knowledge such as teaching theory,pedagogy,and psychology in colleges and universities,due to their inexperienced teaching experience,there will be many puzzles and imperfections in education and teaching practice,and there is no need for specific professional Guidance,but also longing for strong practical guidance to answer questions in time.The research literature finds that most of the current studies on the internships are theoretical studies,and there are few practical and empirical studies that specifically guide the development of the teaching skills of the invasive post.In order to more accurately identify the characteristics of the development of teaching skills for top position intern trainees and to supplement the teaching skills of top students in practical training,based on practicality,pertinence,and educational principles,we use the principle of “ theory in practice ” as our tenet,and“diagnose and treatment”."Guidance" and "case tracking" are the basic forms.The theory of achievement needs is applied to the training of teaching skills for top-level intern trainees and follow-up diagnosis and treatment of cases.This study lasted for one and a half years.It conducted in-depth investigations of more than a dozen top-level internships and interviewed more than one hundred intern trainees to understand the perplexities and gains of internships for top post internships.Based on the standard of achievement needs,based on teacher interviews,and based on the principle of medium scores,a top internship case was strictly selected from 48 physical intern trainees.In-depth interviews were conducted to understand the level of individual achievement,the current state of teaching skills,and development of internships.The expectations,etc.,arebased on the theory of achievement needs and the theory of the recent development zone;the“research guidance ” and “ case tracking ” are the main research methods;teaching instruction,board writing instruction,video guidance,and lecture instruction are the specific implementation forms of the internship internship case.Carried out a five-month follow-up study and obtained a lot of first-hand information.The compilation,analysis and induction of data have revealed that the development of teacher-student induction,interaction,and writing skills on the posts assigned to posts can be divided into three phases: initial stage,advanced stage,and advanced stage.In general,the main features of the initial stage are concerned with self and understanding of deviations;the main features of the advanced stage are clearly understood and the degree is not deep;the understanding of the advanced stage is deepened and inflexible.Each stage of each teaching skill has its own unique characteristics.