Research On Teacher Education Curriculum Design From The Perspective Of Teacher Learning Theory

In recent years,the field of teacher education research at home and abroa d has set off a wave of teacher learning research,and the research direction h as gradually shifted from focusing on external passive development of teachers to focusing on internal active learning of teachers.As an extension of learnin g theory,teacher learning theory has also become a subject of great concern f or teacher educators.The process of teachers learning professional learning is a lso the process of learning to teach.In this process,teachers' learning has the characteristics of stage,situation,cooperation and reflection.And the types of knowledge required by teachers to learn teaching,the laws generated during th e learning process and the difficulties encountered can provide meaningful theo retical guidance for the design of teacher education courses.Therefore,the teacher education curriculum design from the perspective of teacher learning theory should aim at cultivating “adaptive” teachers,with the main goal of overcoming teachers 'learning difficulties,helping teachers acquir e structured knowledge types,and focusing on developing pre-service teachers' lifelong learning consciousness.To effectively promote the professional learning and growth of teachers.In order to further summarize the comparative advant ages of teacher education curriculum design from the perspective of teacher lea rning theory,two primary schools majors in Michigan State University and Chi na S Normal University were selected.The design philosophy,knowledge and The three dimensions of curriculum planning are compared,and the specific di fferences in the curriculum arrangements of the two institutions are analyzed d uring the comparison.Through comparison,it is found that the design of the Michigan State University teacher education curriculum is based on a series of measures of "learner-centered" orientation,structured knowledge system,integrated curriculum arrangement,and guarantee of course implementation,and has cultivated a group of people with a structured knowledge system,Future teache rs with a sense of reflection and lifelong learning can provide some inspiration for the design of teacher education courses in China.The "Teacher Education Curriculum Standards(Trial)"(hereinafter referred to as the "Standard"),which was launched in June 2011,is an important basis for colleges to formulate pre-service teacher training programs and design teac her education courses.Under the guidance and standardization of the "Standard",China has achieved certain results in the training of pre-service teachers.Ho wever,some colleges and universities have some problems in the implementatio n of the Standard,including the failure of teacher education curriculum design to follow the rules and characteristics of teachers 'learning,the arrangement of curriculum knowledge,the consolidation of traditional knowledge,and the lack of pre-service teachers' reflective awareness in practical courses.It is not condu cive to the professional growth and lifelong learning of pre-service teachers.T herefore,starting from the problems existing in the design of teacher education courses in Chinese universities and combining the advantages of Michigan Sta te University,the design of teacher education courses in China should be guide d by the relevant theories of teacher learning,and a reasonable and effective t eacher learning knowledge structure should be designed.In practice,it is impor tant to cultivate the reflective consciousness of pre-service teachers and lay a s olid foundation for life-long learning and growth of pre-service teachers.