A Study On The Present Situation And Influencing Factors Of Reform On Classroom Teaching Of Teacher Education Program In The Background Of Professional Accreditation

The accreditation of teacher training program in general higher education institutions is a fundamental guarantee to implement the requirements of the 13 th Five-Year Plan for the development of national education and to improve the quality of teacher training program.Classroom teaching,as the main field of teacher training,plays a fundamental role in the process of teacher training and is a key link to ensure the quality of teacher training.Professional accreditation has put forward new requirements for classroom teaching in teacher education and promoted the reform of classroom teaching in teacher education.However,since the accreditation of teacher training majors in China is still in its initial stage,both the majors to be accredited and those who have been accredited are confused,especially in how to reform classroom teaching based on accreditation standards.Therefore,it is of great theoretical significance and practical value to explore the current situation and influencing factors of classroom teaching reform of teacher education under the background of professional accreditation to further promote the classroom teaching reform of teacher education.This study selects the preschool education major of D University,which has passed the "Accreditation of Preschool Education Majors(Level 2)",as a case study,and explores how the preschool education major of D University promotes classroom teaching reform according to the new requirements of teacher education professional accreditation standards.It also summarized the effectiveness of the reform and its dilemmas in order to get a comprehensive understanding of the current situation of classroom teaching reform of preschool education majors in D University.We also explored how to promote classroom teaching reform according to the requirements of professional accreditation standards.Meanwhile,based on the current situation of reform,the influencing factors of reform are analyzed from both subjective and objective dimensions,and countermeasures to further promote the reform of classroom teaching in preschool education in D University are proposed.The study found that teacher education accreditation imposes new requirements for classroom teaching reform at both the conceptual and practical levels.The preschool education major of D University has carefully comprehended the professional accreditation standards and taken active initiatives to promote classroom teaching reform.It is mainly reflected in changing the concept of classroom teaching,reforming the elements of teaching objectives,teaching contents,teaching methods,teaching evaluation and teaching support conditions involved in classroom teaching.Through the reform,the preschool education major of D University has now successfully passed the Level 2 accreditation and the effect of classroom teaching reform has been recognized by teachers and teacher-training students,so the reform has achieved initial results.To summarize the results of the reform of the preschool education major of D University,we have established the dominance of new concepts and new discourses in the change of teaching concepts;we have initially mastered new teaching improvement techniques such as "reverse design";we have made progress in the improvement of "student-centered" classroom teaching;and we have improved the standardization of teaching evaluation.The standardization of teaching evaluation has been enhanced.However,while the reform has been effective,the major also faces the dilemma of limited conditions for the application of teaching contents to practice,difficulties in teaching methods to accommodate all students,differences in classroom teaching effects,and difficulties in continuous improvement of teaching quality.The reasons for this are that the reform motivation of different subjects in universities,the perfection of the accreditation standard system of teacher education program,the ability of teacher educators to reform classroom teaching,the conditions of classroom teaching facilities,the guarantee of external teaching resources,and the teaching quality monitoring system all have an impact on the effect of classroom teaching reform of preschool education major in D University.Therefore,it is necessary to further promote the reform of classroom teaching in preschool education at D University.That is,from the conceptual level,it is essential to motivate the whole staff to participate in the reform;from the level of teaching practice,it is essential to continue to improve the teaching objectives,contents,methods and evaluation;from the condition guarantee,it is essential to coordinate resources from all parties to form a strong synergy for the reform.