Research On The Curriculum Setting Of Pre-Service Teacher Education Based On Practical Orientation

Pre-service teacher education courses have experienced three major changes,from “emphasis on knowledge transfer” to “focus on ability training” to “advocacy practice orientation”.Each change reflects people's further understanding of pre-service teacher education courses.Since the promulgation of the "Teacher Education Curriculum Standards(Trial)"(2011),the "practical orientation" has received the attention of academic circles and higher normal colleges,and has become the value of the pre-service teacher education curriculum reform in recent years.The "practical orientation" is the basic concept of national policy,and it is the practical essential requirement of the teacher profession.It is the inevitable choice for the current situation of teachers' education curriculum in higher normal colleges.Taking "practical orientation" as the value appeal,studying the current pre-service teacher education curriculum in China is in line with the needs of educational practice and also meets the needs of teachers' professional development.This study takes the curriculum setting of pre-service teacher education in higher normal colleges in China as the research object,and follows the epistemological line from practice-theory guidance-improvement practice,that is,based on the current situation of pre-service teacher education curriculum setting,based on practice.Conduct a problem review and analysis of the current teacher education curriculum,propose corresponding reform strategies and support conditions.Part I: Introduction.It reveals the significance and value of pre-service teacher education curriculum from the theoretical and practical aspects.The literature analysis method is used to organize the existing research results and summarize the implications of the existing research on this research.Part II: Analysis of the status quo.Using text analysis method to analyze the pre-service teacher education curriculum of the undergraduate teacher training program in the five higher normal colleges,and then use the interview method to investigate the curriculum objectives,curriculum structure and the rationality of the course content,in order to more comprehensive In-depth understanding of the status quo of pre-service teacher education curriculum.The study found that the objectives of the teacher education curriculum of the five schools emphasized the need to train high-quality talents,attach importance to teacher morality,and attach importance to mastering the knowledge and skills of education and teaching.The formulation of the curriculum objectives is more general.Secondly,the overall proportion of teacher education curriculum structure is low,and the proportion of compulsory courses and elective courses is not coordinated.The number of educational theory courses is the largest,there are repetitions between the courses;the number of educational skills courses is small,the class hours are not enough;the educational practice courses are increased in credits and class hours,and basically meet the "Teacher Education Curriculum Standards(Trial)" The requirements are still weak in reality and do not highlight the "practical orientation." Through the study of teacher education courses,most normal students have a firm educational belief,understand the knowledge of primary and secondary school students,and know how to educate students.However,they are weak in educational practice and have little knowledge of front-line education and teaching.Formalization of educational internships,most normal students did not achieve the desired results.Because educational theory is not solidly learned,it cannot be used skillfully to analyze practical problems.Practice and theory are in a state of separation.Part III: Problem analysis.There are many unsuitable goals in the curriculum,structure and content of the teacher education curriculum.The "practical orientation" has not been effectively implemented.This study is based on the “practical orientation”.It explains the basis of the analysis firstly,and then conducts an in-depth analysis of the problems existing in the pre-service teacher education curriculum.The study found that the pre-service teacher education curriculum has a general training goal and unclear practice orientation;the curriculum structure is unbalanced and the practical curriculum is weak;the curriculum content is not integrated,and the practice is separated from the theory.The specific performance is as follows: the training objectives of the pre-service teacher education courses have not guided the normal students to pay attention to the practice of primary and secondary education,the unguided normal students have mastered the practical knowledge,the teacher education compulsory courses and the elective courses are unbalanced,and the educational practice courses are not effective.The three modules of courses do not blend well,and the content of the courses do not encourage the normal students to associate practice with theory.Part IV: Analysis of causes.The author explored the causes of these problems,including: the influence of the long-term drawbacks of "emphasizing theory over practice";inadequate implementation of national policies,"practical orientation" alienation;single structure of participants in curriculum setting;limitations of teacher power.Part V: Reform strategies.Based on the “practical orientation”,the reform strategy is proposed for the pre-service teacher education curriculum—the establishment of a practice-oriented and clear curriculum goal,the construction of a curriculum-based curriculum with practice as the core,and the integration of design practice and theory.At the same time,specific measures are proposed for each aspect of the strategy,including: the objectives of the curriculum should be clearly stated,and the degree of stipulation should be achieved;the curriculum objectives should guide the normal students to pay attention to the practice of primary and secondary education;the objectives of the curriculum should emphasize the mastery of practice Sexual knowledge;appropriate increase of elective credits,balance structure;implement various forms of educational practice courses,including educational internships,educational internships,educational studies,etc.,form a whole process of educational practice;re-planning educational internships,suggesting that the internship time is advanced In the 5th and 6th semester,the intensive practice is to focus on internships,strengthen the management of practice disciplines;strengthen the guidance of microteaching;and integrate the three modules of pre-service teacher education——educational theory courses,educational skills courses,and education.Practice courses blend together to form an organic whole,to achieve the integration of theory and practice.Part VI: Support conditions.From the four aspects of teacher strength,hardware support,funding guarantee and management system,the support conditions for the reform of pre-service teacher education curriculum are proposed.