A Comparative Study On The Curriculum Structure Of Teacher Education Between China And Singapore

Pre-service teacher education curriculum is one of the main ways to train pre-service teachers,and it is also one of the ways for teachers to develop professionally from the pre-service stage.Countries around the world have been working hard to improve the quality of teacher education.Singapore's teacher training model and systematic teacher education curriculum have been widely concerned and studied.Different from a group of European and American education powers,Singapore has a similar cultural background with China,and it has also experienced similar developments in teacher education curriculum with China.At present,China has formed a systematic teacher education curriculum system.On this basis,broadening horizons and drawing on the excellent experience of Singapore to continuously develop teacher education with Chinese characteristics is necessary.This study mainly uses literature research method,historical research method and comparative research method to analyze and compare the teacher education curriculum structure between China and Singapore.The purpose is to understand the curriculum structure of teacher education in the two countries from the perspective of development process and realistic form.And how to learn the experience and optimize the teacher education curriculum should be clarified.Firstly,the paper analyzes and compares the curriculum structure changes in the process of teacher education development in the two countries,and focuses on the curriculum structure changes in the process of historical development,in order to better understand the development of the curriculum structure of teacher education and the status quo of the process.Secondly,the structure of teacher education curriculum from the perspective of realistic style is analyzed and compared.There are many types of teacher education curriculum now,so it is necessary to choose a point to carry out the comparative research.Therefore,the study selects a highly qualified and fully corresponding pre-service teacher cultivation curriculum.Taking the master's program of primary education as an the point,starting from the hierarchical structure and category structure,the paper analyzes the structure of the teacher education curriculum as "gradation aspect" and "perspective aspect",and compares the curriculum structure.Finally,through analysis and comparison,according to Singapore's excellent experience,the paper presents how to optimize the curriculum structure of teacher education in China.This research follows the research idea of "the current situation combing-submitting questions-comparative research-thinking and enlightenment",which is divided into five chapters.The main contents are summarized as follows:The first chapter is the introduction.It explains the origin of this research,understands the research status in China and abroad through literature review,explores the theoretical basis of this research,clarifies the research purpose and research significance,determines the research object and research problems,sorts out the research ideas,and chooses the research method.The second chapter is a comparison of the development of the Chinese and Singapore teacher education curriculum through the diachronic state.By combing the history of teacher education development in the two countries,the paper explores the changes in curriculum structure in the process of teacher education development,and compares the similarities and differences between the curriculum structure of teacher education in the two countries.The purpose is to deeply understand the current situation of curriculum structure from the historical development process,and think about how teacher education courses have developed and formed systems.The third chapter is a comparison of the teacher education curriculum in China and Singapore through the vertical structure.Focusing on the master's training program for primary education,the paper explores the hierarchical structure of teacher education curriculum in the two countries by combing the curriculum plans,curriculum standards and textbooks,and compares the similarities and differences between the teacher education curriculum in China and Singapore,from the "gradation aspect",which helps with a deeper understand of the differences in the vertical structure of teacher education curriculum.The fourth chapter is a comparison of the teacher education curriculum in China and Singapore through the horizontal category structure.Taking the master's degree training program for primary education as the focus,the paper explores the category structure of teacher education curriculum in the two countries by combing the teacher education curriculum modules,and compares the similarities and differences between the categories of teacher education curriculum in China and Singapore,from the perspective of "comprehensive aspect",which helps with a clear analysis of the differences in teacher education curriculum modules.The fifth chapter is the thinking and enlightenment of optimizing the curriculum structure of teacher education in China.From the perspective of development process and realistic form,the paper analyzes and compares the curriculum structure of teacher education in both countries,and produces thinking about optimizing the curriculum structure of teacher education in China.In addition,on the basis of comparison,learning from Singapore's excellent experience and continuously optimizing the curriculum structure of teacher education in China is considered.In the concept of the curriculum,implementing the concept of the student center and paying attention to the cultivation of citizenship in the 21st century is important.Setting the development goal of returning to the teacher's educational source in the curriculum objectives is also necessary.For the course content,choosing the combination of theory and practice content,enriching in categories and clearing in level structure that can reflect the spirit of the times is presented.For the curriculum organization,continuously optimizing the curriculum combination and clear curriculum level is the key point.In the evaluation of the curriculum,the evaluation subject should be diversified and the evaluation methods should be diversified.