A Study On The Change Of Teaching Beliefs Of Normal Exchange Students In The Context Of Cross-cultural Reciprocal Learning

Today,the world is in an era of world multipolarization,economic globalization,social informatization,and cultural diversity.In order to meet the requirements of national economic and social opening-up to the outside world,there is an urgent need to cultivate a number of international talents with international vision,knowledge of international rules,and ability to participate in international affairs and international competition.Therefore,the internationalization of education has been gradually put on the agenda of the development of education.The outline of the National medium-and long-term Educational Reform and Development Plan(2010-2020)points out that it is necessary to expand the opening-up of education and strengthen international exchanges and cooperation.We will continue to promote reform and development by opening-up.To carry out multi-level and wide-ranging educational exchanges and cooperation to improve the international level of education in China.Drawing lessons from advanced educational ideas and experiences in the world,we can promote the reform and development of education in our country and promote the international status,influence and competitiveness of education in our country.Under such a background,cross-cultural reciprocal learning is not only an era call for the development of education,but also an important way to cultivate international and high-quality talents in the new era.The big plan of the country,education is the foundation;the big plan of education,the teacher is the foundation.In order to cultivate qualified builders and reliable successors in the cause of socialism with Chinese characteristics of internationalization and high quality,first of all,it is necessary to cultivate excellent teachers with broad international vision,which puts forward higher requirements for the development of teacher education.The cultivation of normal students is an important part of teacher education.How to cultivate future teachers with high international understanding ability and broad international vision is a problem that teachers educators should pay close attention to.With the increasing frequency of international exchanges between normal students,a large number of normal students to study abroad in various ways every year.However,according to the relevant research at present,most of the normal students studying abroad only pay attention the acquisition of professional knowledge,professional skills,learning with the Tool Value Orientation;the relevant researchers are also mainly concerned about the improvement of the knowledge and skills of exchange normal students,what they should learn,what to think,what to grow,what kind of emotion,attitude,Identity,values to learn,has not been paid much attention for a long time;the organizers of international exchange activities on the problem of "cultivating what types of people,how to cultivate people" is not clear,and they lack the corresponding thinking of how to establish the road self-confidence,theoretical selfconfidence,institutional self-confidence and cultural self-confidence(cultural selfconfidence is more basic,broader,deeper self-confidence)through international exchange activities.Various factors lead to the current normal students' exchange learning effect is limited,relatively superficial.Teaching belief is a view of the relevant factors of teaching activities in the mind of teachers(or teacher candidates),which is subjective,primary and secondary,systematic,oriented,relatively stable and developmental,and has an irreplaceable guiding role for teaching practice.Teaching belief is the forerunner of teaching practice.In order to improve the study and teaching practice of normal students,we must first optimize the teaching belief of normal students.Previous studies have found that intercultural reciprocal learning will have a positive impact on the teaching beliefs of normal students.Therefore,it is of great practical significance to probe into the change of teaching beliefs of normal students and the influence of cross-cultural reciprocal learning on the teaching belief of normal students under the background of intercultural reciprocal learning.The main ideas of this study are as follows: Firstly,on the basis of literature reading,the related research documents are combed,classified and summarized,the origin and significance of the research are introduced,and the core concepts are defined.Secondly,under the guidance of Teachers' Change of Level Theory(onion model)and Cross-cultural Adaptation Theory and other relevant theories and reality,the particularity of intercultural reciprocal learning is analyzed from three aspects: learning attitude,learning situation and learning method.This paper expounds the connotation of the teaching belief of the normal exchange students in the context of intercultural reciprocal learning,and discusses the teaching belief of the normal students from the five aspects of the epistemological beliefs,the sense of teaching efficacy,the beliefs of students and learning,the beliefs of teachers and teaching,the beliefs of management and evaluation.Thirdly,through repeated revision to form the final survey tool The Questionnaire of Normal Students' Teaching Beliefs.In this study,the teaching beliefs of 116 normal students who did not participate in the Reciprocal Learning in Teacher Education and School Education in Canada and China(RLTESECC)project and 80 normal students who participated in the RLTESECC project were compared horizontally.The author also makes a longitudinal comparison of the teaching beliefs of normal students who participated in the RLTESECC project in the autumn of 2018 before and after exchange.The results show that intercultural reciprocal learning has a significant impact on normal students' sense of teaching efficacy,the beliefs of students and learning,the beliefs of teachers and teaching,the beliefs of management and evaluation.Fourthly,through reading,collating and analyzing the physical materials we collected such as reflective diaries of normal students,minutes of meetings,the PPTs,and in-depth interviews with three normal students who participated in the RLTESECC project.We found that the influencing factors of teaching beliefs of normal students under the background of intercultural reciprocal learning,in which cultural difference is the premise,cultural shock is the driving force,cultural experience is the key,and cultural understanding is the guarantee.Fifthly,according to the current situation and the analysis of the influencing factors,the author puts forward the promotion strategy of the teaching beliefs of the normal students in the context of the intercultural reciprocal learning from the two aspects of the teacher educators and the normal student's own.The teacher educators should actively set up an intercultural reciprocal learning platform,further optimize the training curriculum system of normal students,and accelerate the creation of long-term multi-effect dialogue mechanism.Normal students should have a correct attitude,learning meaningfully,participation actively,development actively,practice diligent,and good reflection.