A Study On The Effectiveness Of Conditional Knowledge In Teacher Education Curriculum

In the context of the national development of teacher education,the curriculum reform of teacher education has been widely concerned.Scholars in China have proved the importance of educational theory curriculum in relevant research,emphasizing the strengthening of teacher education theory learning.But at the same time,some empirical studies show that normal school students are not satisfied with the educational theory curriculum,and they think that educational theory is divorced from practice.From this we can see that the educational theory curriculum reflects the value conflict in the theory and the actual situation.So,what kind of judgment does the elementary and middle school teachers have on the validity of these conditional knowledge?The purpose of this study is to take primary and secondary school teachers as the main research object,through empirical research,to explore the extent to which conditional knowledge plays a role in the practice of teacher education,and the factors that play a role in the influence.And then it provides some suggestions for the content selection and teaching methods of educational theory courses,as well as the reform of evaluation methods.In this study,taking primary and secondary school teachers as the object of investigation,I use questionnaire and interview method to study the effect of the conditional knowledge and its influencing factors.First of all,I use the questionnaire to investigate teacher's evaluation of the effectiveness of the conditional knowledge.Secondly,I select some teachers for interviews in order to understand teacher's expectations of the conditional knowledge,as well as to understand the influencing factors about the effectiveness of this kind of knowledge.The results show that most of the teachers give a positive evaluation on the effectiveness of the conditional knowledge.However,further analysis shows that there are still differences in the evaluation of five kinds of the conditional knowledge.The evaluation of the basic educational knowledge and basic principles is lower than the overall evaluation of the conditional knowledge.In contrast,the evaluation of curriculum and teaching knowledge and management knowledge,which are closely related to teacher's daily work,is higher than the overall evaluation of the conditional knowledge.The comparison of the evaluation results of the five types conditional knowledge show that the survey respondents have the highest overall evaluation of management work knowledge,followed by psychology knowledge,curriculum and teaching knowledge and moral education knowledge.The overall evaluation of conditional knowledge with basic principles is the lowest.When analyzing the influential factors of teachers' evaluation of conditional knowledge,it is found that whether teachers have learned this kind of knowledge and the degree of their current memory,the degree of their learning evolvement in preemployment pedagogy and psychology classes,the teaching effectiveness of relevant teachers,and the use of conditional knowledge are all significantly related to teachers' evaluation of conditional knowledge.Based on the above survey results,I believe that the teacher education curriculum in normal universities needs some curriculum reform.In terms of curriculum content,we should optimize the content,update the content and increase the frontier content.At the same time,according to the needs of teachers,more content related to class management,cognitive science and brain science should be added.In terms of curriculum implementation,we can further enrich the teaching methods,such as case teaching and research,to create an application situation for theoretical knowledge,so that students can further test the effectiveness of the theory that they have learned in practice.In the aspect of curriculum evaluation,we should adopt diversified evaluation methods,add new evaluation methods under the traditional method,highlight the importance of process evaluation,and ensure the diversification of curriculum evaluation and evaluation subjects.