Paper Keywords: new curriculum concept teacher education curriculum system reform
With the deepening of the current new curriculum reform in primary and secondary schools, the reform of teacher education curriculum system is relatively backward, which affects the formation of normal students' basic educational concepts, educational theory literacy and teaching skills to some extent. Therefore, the teacher education curriculum system should reform the previous curriculum system and form an organic combination of "concept curriculum+applied theory curriculum+subject curriculum+skill training+educational practice".
At present, the prevailing curriculum system of teacher education is that theoretical courses (including general education, disciplines and majors, pedagogy) are dominant, and practical courses (educational practice and probation) are supplemented. Although there are various reform measures aimed at curriculum structure, talent training process and educational practice, they have not brought substantial changes to the teacher education model. Dealing with the contradiction between the current teacher training model and the new curriculum reform of basic education is the basic starting point of the current teacher education curriculum construction.
The curriculum structure of teacher education aims to explore a sample of curriculum system that adapts to the teacher training mode under the new curriculum concept. Its main content is that the theory course highlights the transmission of new curriculum ideas, and on this basis, it designs a series of applied theory courses, and pays attention to the practical experience and practice of normal students, forming a curriculum system of "concept course+applied theory course+subject course+skill training+educational practice".
There are three differences between this system and the general teacher education curriculum system: first, it strengthens the goal orientation of the curriculum, clearly distinguishes the concept (principle) curriculum, the applied theory curriculum and the practical curriculum, and organically connects them. The second is to strengthen practical courses, which are divided into several categories, scientifically distributed in all sections of the whole course, and alternately train normal students' teaching skills (including teaching and research ability) at different stages. The third is to redesign the subject curriculum. The basic principle is to highlight the cutting-edge knowledge, enhance the relevance with basic education-related courses, and reflect the teaching design requirements of basic education courses under the new curriculum concept.
First, the design of educational theory courses
The new curriculum reform of basic education emphasizes students' overall development, unifies "knowledge and skills", "process and method" and "emotional attitude and values", proposes to strengthen the connection between curriculum content and students' life and the development of modern society and science and technology, pays attention to students' interest and experience in learning, advocates "independent, inquiry and cooperative learning methods" in learning methods, and demands to expand the teaching process outside the classroom and actively develop and rationally use it inside and outside the school.
Third, the overall design of teacher education curriculum system.
The overall design method is mainly integration and connection. That is, how to organically combine the above-mentioned design systems into a new curriculum structure and combine it with the design of teaching scheme and the reform of teaching mode, and at the same time show the comparative advantage with the original curriculum system.
(1) course combination. That is, the theory (concept, principle and applied theory) course, practice (virtual) course, discipline (specialty) course and comprehensive training course are organically combined to form a new curriculum system. The theory course mainly consists of the basic course of educational theory based on psychology, the course of ideological principle based on pedagogy and the course of applied educational theory. The purpose is to cultivate normal students' grasp of the psychology of primary and secondary school students and the relationship between education and political, economic, social and environmental factors, so that normal students can correctly understand the educational objects and phenomena, form a correct educational concept for normal students, master basic educational and teaching principles and methods and skills, and have the ability to analyze teaching objects and phenomena by using principles.
On this basis, normal students can enter the virtual laboratory to study and practice applied theories such as curriculum design and teaching strategies, and can also start observation in educational institutions such as primary and secondary schools. In order to avoid the boredom of theoretical study and improve the internal motivation of study, theoretical study should be scientifically combined with educational and teaching practice. This process should be carefully designed according to the laws of teaching and learning to prevent formalization and mechanization.
At the same time, the subject (major) course learning of normal students is also carried out in a reasonable time sequence of basic courses, professional courses and subject pedagogy. Normal students can start the subject research laboratory according to the teaching needs to study the teaching content and teaching methods. In the later stage of normal students' training (the sixth or seventh semester), they can practice in combination with the practice base (about 10 week). Of course, as a prospective teacher, before obtaining the teacher qualification, there should be extensive scientific and humanistic knowledge training to enhance the sustainable development ability of normal students. This task can be accomplished by combining the above main lines, creating conditions to carry out teaching activities or guiding students to learn independently.
(2) Adjustment of teaching plan. There is no doubt that this curriculum structure will bring about changes in teaching mode and the teaching plan needs to be greatly adjusted. The general requirement should be to establish the teaching objectives of the stage and course. According to the teaching objectives, theoretical teaching should pay attention to the selection of teaching content, and practical courses should correspond to basic abilities. In the allocation of class hours, we should not only respect the requirements of the teaching syllabus of related majors, but also appropriately reflect the flexibility, guide students to learn theory independently and actively cultivate their practical application ability.
(3) Teachers' adaptation. The focus of teacher transformation should be reflected in the ability to guide, control and control the new classroom model. Teachers are required to change the traditional teaching methods and transfer the task subject from knowledge imparting to "professors" and "coaches". Teachers need to be prepared, take the lead in updating curriculum concepts, study the curriculum reform of basic education, and prepare for the new teaching plan.
Fourthly, the feasibility of the new curriculum system
The curriculum structure of teacher education aims at reforming the disconnection between theory and practice in the process of teacher training, reforming the connection between professional courses, basic courses and professional courses in research universities, improving teachers' teaching behavior mode and injecting new vitality into the process of teacher training.
The curriculum reform of teacher education needs to be gradual and take a certain time. It is necessary to demonstrate the organic combination of theoretical courses and practical courses, and there are no surreal obstacles in implementation. First of all, we should design the reform plan according to the strategy and arrange the teaching links. Secondly, we should develop teaching materials according to the new curriculum structure. Fully embody the new curriculum reform concept of basic education, and build teaching materials according to principles (such as pedagogy and psychology principles), applied theories (such as teaching theory, educational psychology and educational technology), disciplines and specialties, and experimental skills. Third, develop high-quality experiments. According to the training goal of normal students, the goal of screening some of their abilities or qualities should be accomplished through experimental teaching. It mainly includes situational and practical experiments such as curriculum and teaching theory experiment, subject teaching experiment, class management experiment and multimedia application experiment [3]. Experimental projects should be closely linked with the current reform and development of primary and secondary education, aiming at stimulating students' interest in learning, cultivating normal students' teaching standardization and improving their teaching skills. Fourth, strengthen the conditions of on-campus practice and the construction of off-campus education practice base. On the basis of the original basic and principle experiments, the construction of campus laboratories should not be limited to microteaching and other experiments, but should strengthen the construction of training and platform laboratories, or expand the function of ordinary classrooms to simulate the teaching scenes of primary and secondary schools. The laboratory needs to be equipped with data cabinets, networks, recording and broadcasting systems, projectors, mixed tables and chairs, mobile platforms and corresponding teaching AIDS for primary and secondary schools.
In a word, it is a new attempt to reform the existing teacher education model by optimizing the curriculum structure of teacher education theory and strengthening simulated situation teaching and practical exercises, which is a useful exploration from scholars' discussion to practical operation. This kind of curriculum construction can be adjusted according to the needs of the training process, which has distinct functionality and can be used as one of the directions to improve the training mode of teachers' education talents.