Coherence Analysis Of History Teacher Education Curriculum In German Universities

With the advancement of the curriculum reform of the basic education,the Ministry of Education of China issued the the Standard of history Curriculum(2017 version)in early 2018,proposing a new education goal of "key competencies of history".As an important base for "incubating" teachers,does college teacher education closely follow the trend of basic education reform,and trains teachers who meet the needs of middle school history education to be competent for middle school history education in the new period is an important job of college teacher education.It is understood that as early as 2015,Berlin,Germany,carried out the latest middle school history curriculum reform,and teacher education in German universities also faced similar problems.In order to analyze in-depth how German university teacher education adapts to the new demands of middle school teaching,the curriculum is an important starting point.This article takes the education courses,history courses and teaching courses of history teacher education of Humboldt University as the main research objects,and from four parts to explore the coherence of the courses of universities to the teaching in middle schools.The thesis consists of three parts: introduction,body and conclusion.The introduction mainly introduces the reasons for selecting the topic,combs the relevant literature,research methods,etc.,and defines and interprets the concept of "coherence".The text consists of four chapters.The first chapter gives an overview of the history teacher education and education law in the German Federation and Berlin,as well as new changes in the history curriculum reform in secondary schools,and summarizes their requirements for three types of courses from the aspects of goals and topics.The second chapter explores the coherence of the curriculum and middle school teaching practice from the perspective of the literature.On the one hand,it explains the goals of the three types of courses for history teacher education at Humboldt University.They are educators in school education,researchers in history science,and professionals in history teaching.On the other hand,through the analysis of the curriculum implemented in the 2019-2020 school year,we can see that the three types of courses are all closely related to middle school history education.Chapter three analyzes coherence through empirical research.Questionnaires for "Specialty Preparation","Teacher Curriculum coherence" and " history discipline competencies" were set up,and correlation analysis and regression analysis were conducted.It can be seen from the analysis that the bachelor and master of history education perceive a higher degree of applying the knowledge learned in history teaching.The fourth chapter further analyzes and refines the history teacher education curriculum of Humboldt University,which has the characteristics of conformity of educational goals,integrity of professional fields,and integration of theory and practice.The conclusion part provides a reference for the history teacher education curriculum and related research in China by summarizing the gains and losses of the history teacher education curriculum in German universities.