Research On The Improvement Of The Practical Curriculum In The Education Of Normal Students

"Practice orientation" is the basic concept of teacher education curriculum standard in China.In order to Cultivate Normal Students' ability of educational practice and reflection,and improve the quality of normal students' training,the Ministry of education has repeatedly adopted policies and regulations to require the combination of theory and practice and the implementation of Double Tutorial System to improve the quality of practice.However,there is a problem of separation between educational theory and educational practice in China.In recent years,the colleges and universities that organize teacher education,aiming at this problem,optimize the relationship between educational theory and educational practice by improving educational practice,educational curriculum and other ways.However,there are some problems to be solved in the process of narrowing the gap between educational theory and educational practice.Therefore,this paper selects the talent training programs of primary education major in five normal universities,and combined with the results of interviews between normal students and university teachers on educational practical curriculum,analyzes the current situation of educational practical curriculum from six aspects: curriculum objectives,curriculum content,curriculum setting,curriculum implementation,academic evaluation and Curriculum guarantee.First,the core knowledge elements of educational practical curriculum objectives and curriculum content match;the knowledge elements of theoretical curriculum and practical curriculum are highly integrated;curriculum objectives and curriculum content tend to skill learning;the expression of curriculum objectives is vague.Second,the current situation of the practical curriculum of education has the following characteristics: the scores of Intercollegiate courses are greatly different,the proportion of compulsory and elective courses is unbalanced;the types of courses are rich and diverse,and the types of elective courses are too concentrated;the practical courses are gradually segmented and their status is improved,but the curriculum arrangement is disordered,and the implementation effect of internship is poor.Third,the implementation and operation of educational practical courses ignore the needs of teachers and students in the system management and lack of humanistic care;but lack of initiative in curriculum learning.Fourthly,the academic evaluation of educational practical courses advocates multiple subjects,paying attention to classroom performance,improving the utilization rate of performance evaluation methods,adjusting the target of evaluation results and improving teaching.At the same time,there are some problems in the students' academic evaluation of educational practical courses,such as ignoring the purpose of evaluation,the main body of evaluation is teachers' evaluation,the content of evaluation is dominated by the written examination at the end of the term,the way of evaluation focuses on summative evaluation,the lack of evaluation tools,and the low value of evaluation effectiveness for students' development.Fifthly,there are some problems in the teaching staff,resources and system,such as the separation of teachers' knowledge and practice,the low utilization rate of resources and the poor implementation of the system.In view of the problems of the above practical education courses,combined with the results of interviews between university teachers and normal students,this paper attempts to explore the reasons for the problems of the above practical education courses,that is,the misunderstanding of the theoretical role,the poor implementation of national policies,the low integration of theory and practice courses in curriculum,the time and space limitations of teachers and the formalization of cooperation.In view of the above problems in the practical curriculum of education,combined with the results of interviews between university teachers and normal students,it is due to the misunderstanding of theoretical function,the lack of supervision and guarantee in the process of national policy implementation,the separation of theoretical and practical curriculum in curriculum setting,the time and space limitations of teachers and the formalization of cooperation.Finally,based on the whole practice concept,this paper constructs the quality improvement model of practical education curriculum,and puts forward some suggestions for improving the practical education curriculum of normal students in China,including establishing the practice oriented curriculum objectives,unifying the curriculum structure with practice as the core,improving the human-oriented guarantee system,improving the teaching efficiency of students,constructing the evaluation system with evaluation promoting learning,improving the quality of practical education curriculum Create problem driven improvement patterns.