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）