A Case Study On The Practical Curriculum Of Elementary Generalist Teachers In America

With the development of the society in the 21 st century,the demand for comprehensive and innovative talents is gradually increasing,and it has become an important trend for the future development of elementary education to move from subject division to integration.Although in the process of the new curriculum reform,we continue to promote the integration of elementary education curriculum reform,highlight the concept of student-centered education,and want to break the traditional teacher centered classroom environment,However,in the current elementary education environment in which subject based teaching still occupies a major position,and teachers themselves have been growing up in the background of subject based education,these are very unfavorable to the implementation of integrated curriculum.Therefore,it is inevitable to cultivate comprehensive elementary generalist teachers with extensive elementary knowledge and interdisciplinary teaching ability.In addition,due to the lack of teachers and the reduction of the number of students in rural elementary education,rural elementary education has passively adopted small class teaching and generalist teachers to carry out work.However,such passive development is bound to affect the quality of elementary education,which is not conducive to the real high-quality comprehensive teaching,Therefore,how to cultivate high-quality elementary generalist teachers who adapt to the social development of our country has become an important issue in the field of elementary teacher education.As the hub of connecting theory and practice and connecting teachers' socialization in the pre-service training plan of teacher education,practical curriculum is of great importance.A high-quality practical curriculum will directly affect the quality of teacher education.However,the practice of elementary generalist teachers in China has just started,and the research on the corresponding practical curriculum is still quite insufficient,There is no obvious difference between the practical curriculum of elementary generalist teachers and the practical curriculum of traditional elementary teachers.It is often expressed as generalist teachers in form,but in essence,it is still divided into different subjects,which is very harmful to the cultivation of real high-quality elementary generalist teachers.The United States has a long history in the training of generalist teachers in elementarys,and the practical curriculum in this country is very effective and has certain research value.There are seven parts in this study.The first part is to summarize the 200 year development process of the practical curriculum for generalist teachers in American elementarys by combing the relevant literature at home and abroad.At the same time,it also summarizes the theoretical basis of the three cases selected in this study,which provides a theoretical explanation for the design of the practical curriculum for generalist teachers in American elementarys.The second part is to sort out the existing types of practice courses for generalist teachers in American elementarys,clarify the core concepts and implementation elements of the two main types of practice courses for generalist teachers in American elementarys,and select two types of practice courses for research.The third,fourth and fifth parts combine the static curriculum with the dynamic process,and give a more comprehensive description of the specific situation of the three cases selected in this study,namely,the practical curriculum of elementary generalist teachers in Teachers College,Columbia University,the practical curriculum of elementary generalist teachers in the University of Virginia and the practical curriculum of elementary generalist teachers in the University of Washington about the concept and objectives of the curriculum,structure and content,specific organization and implementation,and curriculum evaluation.The sixth part attempts to analyze the similarities and differences among the three cases in the United States.First,it analyzes the differences among the three cases in terms of curriculum standards,curriculum content,curriculum implementation and curriculum evaluation,so as to effectively understand the differences in the ways of dealing with the core issues of different types of American elementary general practical curriculum;Second,it analyzes the common characteristics and shortcomings of the three cases in the United States,so as to provide experience for the development of practical curriculum for generalist teachers in China.The seventh part is based on the existing literature to sort out the main deficiencies in the practical curriculum of elementary generalist teachers in China,and based on the deficiencies,combined with the experience of the United States,put forward suggestions for the practical curriculum of elementary generalist teachers in China,so as to promote the continuous improvement of the quality of pre-service training of elementary generalist teachers in China.