Full-time Chinese Education Master's Teaching Internship Life Experience Research

In 2009, with full-time Master degree of expanding the scope of enrollment, interested in further studies in the field of teaching undergraduate students enrolled in master of education has also been included in the scope of. In order to meet the urgent demand of national economic construction and social development of high-level talents, they not only need to master solid discipline professional knowledge and teaching management skills in Colleges and universities, but also during the internship units in principle, less than a year of teaching practice, adapt to the teaching of primary and secondary school teachers, cultivate good professional quality and high capability of practical work.Full-time Master of Chinese education teaching practice, the state has made great efforts to train full-time Master of education a priority and their from campus to jobs, promote the transitional stage of the theoretical knowledge to guide practice. Classroom teaching is an important part of teaching practice, practice is teaching theories, is an important manifestation of the ability of teaching practice.For the full-time Master of education teaching practice, teachers and education experts are considering the problems and value: rich insights. However, in many of the research paradigm, that is, except for the lack of a "bottom-up" approach, allow researchers to appropriate use of existing conclusions or opinions, and full attention to as subject of Education Master in personal practice and participate in their daily lives, with fresh eyes, observation and analysis some classroom teaching scene bring internship experience and significance of the teachers, and the internship period of master of education professional development of important value. This paper uses life experience research method, is a kind of research method at present in the field of phenomenology of education. Theoretically speaking, life experience to take advantage of the research can effectively compensate for the currently on language education classroom teaching behavior of regret, for us to reexamine the relationship between Chinese education practice "theory" and "practice" to create the possibility of providing a series than other scientific way easier to strategy implementation, especially in the professional involved in real classroom teaching near the new teacher training practice study of teachers and researchers. On practical significance, "life experience research and related concepts to improve Chinese teachers from practice and summarize the law of, through the reflective writing" in the form of a research practice classroom behavior of teachers, and promote the professional development of new teachers, also fit the characteristics of Chinese subject, highlights the care of life education in a variety of roles "human".Based on the teaching practice, classroom teaching behavior and life experience of related literatures were collected. On the basis of previous research, Shandong Normal University practice base school s, f school, e middle school 18 internship period Chinese education master as the object of study, deep into the teaching first line of investigation. Determine the scope of the study for three aspects of "classroom teaching preparation behavior", "classroom teaching behavior", "behavior in classroom teaching and learning assessment", the main use of interviews, questionnaires and observation method to collect story material, the classroom teaching behavior "as the breakthrough point, relying on the research object, which tells the story, writing teaching experience the story, for second interviews and stories of the rewriting process, summed up and a phenomenological type of questioning. Finally, through the refinement of the subject, to explore the significance of the teaching behavior of the master of education in the subject of Chinese education, and try to put forward reasonable suggestions.