Research On The Current Situation And Countermeasures Of Teaching Ability Of Rural Directional Normal Students

With the strong support of the state,basic education in rural areas has made some notable achievements.For example,the popularization of compulsory education,the reform of classroom teaching models,and the gradual approach to urban education levels.However,there is a big gap between the status quo of rural basic education and the requirements of the new round of curriculum reform.The problem of rural basic education has been deeply concerned by the state and education scholars.As future rural teachers,their teaching ability affects the quality of classroom teaching in rural schools,which is the main way for rural students to obtain high-quality education,laying a solid foundation for the growth of rural students.In this study,the core concept of "The teaching ability of rural directional normal students" is defined as:The comprehensive abilities of rural directional normal students engaged in teaching activities.According to "Professional Standards for Primary and Secondary School Teachers",the Structure of "The teaching ability of rural directional normal students" are composed of teaching design ability,teaching implementation ability,teaching evaluation ability and teaching reflection and research ability.This study takes rural teachers’ directed normal university students majoring in primary education of Y University as the research object.Based on the investigation of various teaching abilities of rural directional normal students,it is found that there are four main problems in the teaching ability of rural teachers to target normal students:insufficient ability to scientifically design teaching goals,poor utilization of rural resources and poor classroom teaching ability in teaching implementation,lack of diversified teaching evaluation ability and in-depth teaching Weak reflection and research capabilities.The personal factors of students and the training environment of normal universities are the main reasons for these problems,including the lack of strong learning motivation of rural directional normal students,the insufficient status of teaching ability training in the training plan,and the insufficient training of teaching ability of students in professional theory courses.The education internship does not run through the whole process,the internship base is an urban school,and the internship process does not attach importance to the cooperation and cultivation of teaching ability by instructors inside and outside the school.In view of these problems and the analysis of the reasons,the improvement strategies are put forward from the following aspects:The training plan should highlight the teaching ability of the rural teacher-oriented teacher students;The implementation of professional theory courses should strengthen the training of students’ teaching ability;The education apprenticeship should be authentic Feel the life of rural schools and rural teachers;Strengthen the collaboration of UGS in educational practice to cultivate the teaching ability of rural teacher-oriented teacher students;improve the evaluation mechanism for the training of rural teacher-oriented teacher students’ teaching ability.