A Comparative Study Of Teacher Education Practice Courses Across The Taiwan Strait

Field experience is an important part of the pre-service teacher education,and it has an important influence on the promotion of pre-service teachers' practical ability and practical qualities.However,field experience has been ignored in the practice for a long time.The research starts with the concern about the teacher education and development of field experience in the contest of teachers' professional development and the promotion of domestic basic education curriculum reform.This study uses literature analysis,comparative research,interviews,and text analysis as research methods,and the texts of the field experience of G University and P University as the main objects of analysis.In addition,the case study combined with interviews with students who majors in primary education of the two school.The first chapter expounds the reasons,purpose,significance,questions,the design of research plans of the research,and defines the relevant concepts involved in the study.The author claims its supportive theories of the teacher's practical knowledge,constructivist learning theory and teacher career development theory.The second chapter conducts comprehensive search and statistical analysis of existing research literature of field experience,and provides a comprehensive and systematic literature review of the current research of mainland and Taiwan,and introduces the main topics and contents of selected articles.On this basis,point out the contributions and deficiencies of the existing researches,and the directions that the author will study in depth.The third chapter compares the historical development trajectory of the field experience and student teaching system of mainland and Taiwan,and finds that the mainland and Taiwan have common cultural roots and have the same historical development trajectory in the bud,growth and stability period of the field experience.In recent decades,influenced by the social environment and political factors,cross-strait field experience courses have begun to show different development paths.Taiwan has developed rapidly in the development of teacher education through sound legislation and market monitoring.There are many benefit experience worth learning.The fourth chapter is the main part of the case study of this article.First of all,in view of the social background of the cross-strait field experience curriculum,we introduce the specific situations of the two case schools and their primary education majors.Then proceed from the overall overview of the field experience curriculum,we further confirm the dimensions and analytical framework for comparative analysis of cross-strait field experience from four aspects of curriculum objectives,curriculum content,curriculum implementation,and curriculum evaluation.In terms of curriculum objectives,the two schools all targeted cognition,skills,and emotion as areas.However,in terms of the overall orientation of the curriculum objectives,G university emphasizes the cultivation of students' “adaptation” ability,P University focuses on the development of students' “change” ability.In terms of the content of the curriculum,G University is focusing on the observing and “listening-teaching” of education,which is difference from P University's assistance in teaching and management and the “group cooperation” as the main mode of the early field experience;the content of the field experience in the two schools both include teaching practice and class teacher work internship and both take this as the focus.G University pays attention to the development of internship student activities and the development of organizational skills,P University emphasizes the position of administrative internships,G University's education survey and research internship and P University's study and training practice are both focused on the professional development of internship students.In terms of curriculum implementation,there are both differences and the same between the two schools in the preparation for field experience,the mode of implementation of field experience,and the instructor of field experience.In preparation of the curriculum before the field experience,both schools included teacher skills classes and content such as writing,Putonghua training,and simulation drills.However,in preparation of activities for field experience,the “short-term,centralized” training at G University differs from the “dispersed and pervasive” training at P University.In addition,there are differences in the implementation model of the G University's centralized formation and internship support base schools,and P University's decentralized formation and development schools.The two schools have its own characteristics in the choices,responsibilities,and roles of internship instructors in universities and primary schools.In the aspect of curriculum evaluation,the evaluation model and evaluation standards of field experience in the two universities is mainly compared.It was found that assessment of student teaching in G and P University's also focused on the qualitative and quantitative.From the comparative analysis,it can be seen that the field experience in the two schools have their own characteristics and have their advantages and disadvantages,they can learn from each other.The fifth chapter is the enlightenment of the field experience reform.Through analyzing and summing the problems which is existing in the curriculum construction of the primary education of field experience,learning and drawing lessons from the successful experiences in the development of the two case school especially Taiwan's field experience,the following suggestions are made for the reform of the field experience: rationally set the objectives of the field experience,optimized and integrated the contents of the field experience,establish a quality field experience environment,do a good job of preparation before the field experience,improve the guidance mechanism for the student teaching,and improve the evaluation mechanism for the student teaching.The sixth chapter is the conclusion part of the article.First of all,it summarizes the conclusion of this comparative study,and points out that there is a broad exploration space for the follow-up interview sample quantity and depth of field observation.Combining the reform of the new teacher education in Taiwan in 2018,there are three aspects reform of access to field experience,standardization of teacher education curriculum,and evaluation of field experience,we have made a prospect for further exploring future development direction of the field experience.