论文部分内容阅读
琛
Preserviceteachereducationisthestartingpointofteacherprofessionaldevelopmentandtheinitialstageofteacherprofessionalknowledgeandskillsdevelopment.Highernormaleducationisthemainformofpre-serviceteachereducation,whichundertakestheimportanttaskoftrainingteachersforbasiceducation.Atpresent,China’sbasiceducationcurriculumreformisdeepening,curriculumreformhasputforwardhigherrequirementsforteachers.Hownewteachersadapttotheneedsofcurriculumreformandhowtoteachpre-serviceteachersisthestartingpointofteachers’professionaldevelopmentandtheinitialstageofteachers’professionalknowledgeandskillsdevelopment.Highernormaleducationisthemainformofpre-serviceteachereducation,whichundertakestheimportanttaskoftrainingteachersforbasiceducation.Atpresent,China’sbasiceducationcurriculumreformisdeepening,curriculumreformforteacherstoachieveprofessionaldevelopmentincurriculumreform,hasbecomeoneoftheimportanttopicsofcurrentteachereducationresearch.Throughobservingtheteachingsituationofnewteachersofartteachermajoraftergraduation,thisstudyaimstounderstandhowtheyunderstandandapplythetheoreticalknowledgelearnedinnormaleducationstageindailyteachingtoachievetheirprofessionaldevelopment.Teachereducationisageneraltermforpre-serviceeducation,in-serviceeducationandcontinuingeducationofteachersundertheguidanceoflifelongeducationideologyandaccordingtodifferentstagesofteacherprofessionaldevelopment.First,weneedtostrengthenpre-serviceeducationforteachers.Chinaisanunparalleledteachingcountry,withmorethan200millionpeopleinbasiceducationalone,andmillionsofteachersareneeded.Thetaskoftrainingtheseteachersismainlyundertakenbythehigherartcolleges.Thatistosay,normalcollegesarethecradleofprimaryandsecondaryschoolteachers,shouldertheheavyresponsibilityofpre-serviceeducationforteachers,andarethe“mother”oftrainingteachers,whichisagloriousandgreatresponsibility.Therefore,collegesofartincollegesanduniversitiesmustseriouslyengageintheconstructionoftheirownspecialization,andthecultivation,traininganddevelopmentofartteacherscanbeguaranteedatthesource.Secondly,tostrengthenthecontinuingeducationofteachers,thedomesticartcommunitybegantopayattentiontothestudyofteachereducationanddevelopment.Duetotherealisticdemandofcurriculumreform,thepromotionofteacherprofessionalizationmovementandtheinfluenceofnewsocial(下轉页)
(上接页)sciencetheories,theresearchonartteachereducationalsopresentsastrongmomentum.Expertsbelievethatthecoreproblemofin-serviceteacherprofessionaldevelopmentistheimprovementofteachers’independentlearningability,andteachereducationshould“cultivatebackboneteacherswitheducationalinnovationability,continuousindependentdevelopmentability,skilledclassroomteachingskills,high-levelartprofessionalknowledgeandgrass-rootseducationguidance”.Third,strengthenworkplaceexercise,improvetheprofessionallevelofteachers.Workplaceexerciseisthemainformofin-serviceeducationforteachers.Nomattertheshort-termorlong-termcontinuingeducationofin-serviceteachersislimitedbytime.However,workplaceexerciseissynchronizedwithteachers’teaching.Finally,themostimportantandbasicthingistoimprovetheprofessionallevelofpre-serviceteachers. Theintroduction
Teachingbehaviorthatcontradictstheprinciplesandmethodslearnedinteachereducationcourses.Althoughteacheracceptanceofteachereducationcurriculumknowledgeisdifferent,butofcourselearningtochangetheirpreconceptionsofteaching(preconceptions),promotetheirprofessionaldevelopment.(Almarza,1996;DaSilva2005)toexploretheinfluenceofteachercoursesonprofessionaldevelopmentofnormaluniversitystudentsfromtheirperformanceintheinternshipstagehasanimportantdefect.Itisoftendifficultforresearcherstograspteachers’realthoughtsoncurriculumandrelatedconceptsandmethodslearned,anditisalsodifficulttounderstandthelong-termeffectofteachereducationcurriculumintheprocessofteachers’professionaldevelopment.
Theconclusion
Atpresent,oneofthechallengesfacingeducationauthorities,schoolsandteachereducationresearchersishowtokeepartteachersinterested,creativeandpassionate.Duetotherealisticdemandofcurriculumreform,thepromotionofteacherprofessionalizationmovementandtheinfluenceofnewsocialsciencetheories,theresearchonartteachereducationalsopresentsastrongmomentum.Expertsbelievethatthecoreproblemofin-serviceteacherprofessionaldevelopmentistheimprovementofteachers’independentlearningability,andteachereducationshould“cultivatebackboneteacherswitheducationalinnovationability,continuousindependentdevelopmentability,skilledclassroomteachingskills,high-levelartprofessionalknowledgeandgrass-rootseducationguidance.Nomattertheshort-termorlong-termcontinuingeducationofin-serviceteachersislimitedbytime.However,workplaceexerciseissynchronizedwithteachers’teaching.Finally,themostimportantandbasicthingistoimprovetheprofessionallevelofpre-serviceteachers.
(作者單位:山东艺术学院)
Preserviceteachereducationisthestartingpointofteacherprofessionaldevelopmentandtheinitialstageofteacherprofessionalknowledgeandskillsdevelopment.Highernormaleducationisthemainformofpre-serviceteachereducation,whichundertakestheimportanttaskoftrainingteachersforbasiceducation.Atpresent,China’sbasiceducationcurriculumreformisdeepening,curriculumreformhasputforwardhigherrequirementsforteachers.Hownewteachersadapttotheneedsofcurriculumreformandhowtoteachpre-serviceteachersisthestartingpointofteachers’professionaldevelopmentandtheinitialstageofteachers’professionalknowledgeandskillsdevelopment.Highernormaleducationisthemainformofpre-serviceteachereducation,whichundertakestheimportanttaskoftrainingteachersforbasiceducation.Atpresent,China’sbasiceducationcurriculumreformisdeepening,curriculumreformforteacherstoachieveprofessionaldevelopmentincurriculumreform,hasbecomeoneoftheimportanttopicsofcurrentteachereducationresearch.Throughobservingtheteachingsituationofnewteachersofartteachermajoraftergraduation,thisstudyaimstounderstandhowtheyunderstandandapplythetheoreticalknowledgelearnedinnormaleducationstageindailyteachingtoachievetheirprofessionaldevelopment.Teachereducationisageneraltermforpre-serviceeducation,in-serviceeducationandcontinuingeducationofteachersundertheguidanceoflifelongeducationideologyandaccordingtodifferentstagesofteacherprofessionaldevelopment.First,weneedtostrengthenpre-serviceeducationforteachers.Chinaisanunparalleledteachingcountry,withmorethan200millionpeopleinbasiceducationalone,andmillionsofteachersareneeded.Thetaskoftrainingtheseteachersismainlyundertakenbythehigherartcolleges.Thatistosay,normalcollegesarethecradleofprimaryandsecondaryschoolteachers,shouldertheheavyresponsibilityofpre-serviceeducationforteachers,andarethe“mother”oftrainingteachers,whichisagloriousandgreatresponsibility.Therefore,collegesofartincollegesanduniversitiesmustseriouslyengageintheconstructionoftheirownspecialization,andthecultivation,traininganddevelopmentofartteacherscanbeguaranteedatthesource.Secondly,tostrengthenthecontinuingeducationofteachers,thedomesticartcommunitybegantopayattentiontothestudyofteachereducationanddevelopment.Duetotherealisticdemandofcurriculumreform,thepromotionofteacherprofessionalizationmovementandtheinfluenceofnewsocial(下轉页)
(上接页)sciencetheories,theresearchonartteachereducationalsopresentsastrongmomentum.Expertsbelievethatthecoreproblemofin-serviceteacherprofessionaldevelopmentistheimprovementofteachers’independentlearningability,andteachereducationshould“cultivatebackboneteacherswitheducationalinnovationability,continuousindependentdevelopmentability,skilledclassroomteachingskills,high-levelartprofessionalknowledgeandgrass-rootseducationguidance”.Third,strengthenworkplaceexercise,improvetheprofessionallevelofteachers.Workplaceexerciseisthemainformofin-serviceeducationforteachers.Nomattertheshort-termorlong-termcontinuingeducationofin-serviceteachersislimitedbytime.However,workplaceexerciseissynchronizedwithteachers’teaching.Finally,themostimportantandbasicthingistoimprovetheprofessionallevelofpre-serviceteachers. Theintroduction
Teachingbehaviorthatcontradictstheprinciplesandmethodslearnedinteachereducationcourses.Althoughteacheracceptanceofteachereducationcurriculumknowledgeisdifferent,butofcourselearningtochangetheirpreconceptionsofteaching(preconceptions),promotetheirprofessionaldevelopment.(Almarza,1996;DaSilva2005)toexploretheinfluenceofteachercoursesonprofessionaldevelopmentofnormaluniversitystudentsfromtheirperformanceintheinternshipstagehasanimportantdefect.Itisoftendifficultforresearcherstograspteachers’realthoughtsoncurriculumandrelatedconceptsandmethodslearned,anditisalsodifficulttounderstandthelong-termeffectofteachereducationcurriculumintheprocessofteachers’professionaldevelopment.
Theconclusion
Atpresent,oneofthechallengesfacingeducationauthorities,schoolsandteachereducationresearchersishowtokeepartteachersinterested,creativeandpassionate.Duetotherealisticdemandofcurriculumreform,thepromotionofteacherprofessionalizationmovementandtheinfluenceofnewsocialsciencetheories,theresearchonartteachereducationalsopresentsastrongmomentum.Expertsbelievethatthecoreproblemofin-serviceteacherprofessionaldevelopmentistheimprovementofteachers’independentlearningability,andteachereducationshould“cultivatebackboneteacherswitheducationalinnovationability,continuousindependentdevelopmentability,skilledclassroomteachingskills,high-levelartprofessionalknowledgeandgrass-rootseducationguidance.Nomattertheshort-termorlong-termcontinuingeducationofin-serviceteachersislimitedbytime.However,workplaceexerciseissynchronizedwithteachers’teaching.Finally,themostimportantandbasicthingistoimprovetheprofessionallevelofpre-serviceteachers.
(作者單位:山东艺术学院)