In a broad sense, teacher education courses include public basic courses, professional courses and education courses offered by teacher education institutions to train and train kindergarten, primary and secondary school teachers. This curriculum standard refers to educational courses.
The curriculum standard of teacher education reflects the basic requirements of the state for teacher education institutions to offer teacher education courses, and is an important basis for making teacher education curriculum plans, developing teaching materials and curriculum resources, carrying out teaching and evaluation, and identifying teachers' qualifications. (A) Education-oriented
Teachers are the promoters of children's and primary and secondary school students' development, and realize professional development in the process of researching and helping students grow up healthily. Teachers' education curriculum should embody socialist core values, absorb new research results and reflect the new requirements of social progress for the development of children and primary and secondary school students. Teachers' education curriculum should guide future teachers to establish correct views on children, students, teachers and education, master necessary educational knowledge and ability, participate in educational practice and enrich professional experience; Guide future teachers to teach students in accordance with their aptitude, care for and help every child, primary and secondary school students to gradually establish a correct world outlook, outlook on life and values, and cultivate social responsibility, innovative spirit and practical ability.
Practice orientation
Teachers are reflective practitioners and realize professional development in the process of learning their own experience and improving teaching behavior. Teachers' education curriculum should strengthen practical consciousness, pay attention to practical problems and reflect the new requirements of educational reform and development for teachers. Teacher education curriculum should guide future teachers to participate in and study the reform of basic education, actively construct educational knowledge and develop practical ability; Guide future teachers to find and solve practical problems, innovate education and teaching mode, and form personal teaching style and practical wisdom.
(3) Lifelong learning
Teachers are lifelong learners and realize their professional development in the process of continuous learning and continuous improvement of their own quality. Teacher education curriculum should realize the integration of pre-service education and in-service education, enhance adaptability and openness, and reflect the new requirements of learning society for individuals. Teachers' education curriculum should guide future teachers to establish correct career ideals, master necessary knowledge and skills, and form the habit of independent thinking and independent learning; Guide teachers to deepen professional understanding, update knowledge structure, and form the ability of lifelong learning and coping with challenges. (A) pre-service kindergarten teacher education curriculum objectives and curriculum
Pre-service teacher education courses in kindergartens should help future teachers fully understand the characteristics and values of young children, understand the importance of "combining protection with education", and learn to carry out scientific conservation and education according to the growth characteristics of young children; Understand children's cognitive characteristics and learning styles, learn to put education in children's life and games, create a suitable educational environment, protect and develop children's interest in exploration and creation, and let children grow up healthily in a happy kindergarten life.
1. The basic requirements of curriculum goals and objectives are 1 educational beliefs and responsibilities 1. 1 having a correct view of children and corresponding behaviors/.1.1understanding children's unique position and value in life development and healthy and happy kindergarten life. 1. 1.2 Respect and safeguard children's personality and rights, and protect children's curiosity and self-confidence. 1. 1.3 Respect children's individual differences, believe that children have development potential and are willing to create conditions and opportunities for their development. 1.2 Have a correct view of teachers and corresponding behaviors. 1.2. 1 Understand that teachers are the guides and supporters of children's learning, and think that the significance of teachers' work lies in helping children grow up healthily. 1.2.2 understand the professional characteristics and requirements of preschool teachers, consciously improve their scientific and humanistic qualities, and form the will of lifelong learning. 1.2.3 Understand teachers' rights and responsibilities and abide by teachers' professional ethics. 1.3 Have a correct view of education and corresponding behaviors. 1.3. 1 Understand the significance of education to children's growth, teachers' own development and social progress, believe that education is full of creative fun, and are willing to engage in preschool education. 1.3.2 Understand the history, present situation and development trend of preschool education, identify with the concept of quality education, and understand and participate in educational reform. 1.3.3 Form a correct view of education quality, and think and judge the phenomena related to preschool education professionally. 2. Educational knowledge and ability 2. 1 Have knowledge and ability to understand children 2. 1. 1 Understand the main theories of children's development and the latest achievements of children's research. 2. 1.2 Understand the general laws and influencing factors of children's physical and mental development, and be familiar with children's age characteristics and differences in individual development. 2. 1.3 Understand the characteristics and influencing factors of children's cognitive development and learning style, and be familiar with the process of children's knowledge construction and skill acquisition. 2. 1.4 Understand the characteristics of children's emotional and social development, and be familiar with the formation process and laws of children's moral character and behavior habits. 2. 1.5 master basic methods such as observation, conversation, listening and work analysis, and understand the needs of children's development. 2. 1.6 Understand the basic knowledge of children's common diseases, developmental disorders and learning disabilities and their coping methods. 2. 1.7 Understand China's educational policies and regulations, and be familiar with the contents of children's rights and ways to safeguard children's legitimate rights and interests. 2.2 Have the knowledge and ability to educate children 2.2. 1 Understand the goals and tasks of kindergarten education in China, be familiar with the educational goals in the fields of health, language, society, science and art, and learn to guide your study and practice accordingly. 2.2.2 Understand the basic principles of early childhood education, understand the importance of integrating the contents of various fields and fully implementing educational activities, and learn the design and implementation of early childhood education activities. 2.2.3 Understand children's life experience, learn to use practical opportunities, accumulate experience, and guide children to build knowledge and develop creativity in games and other activities. 2.2.4 Master the basic methods and skills of taking care of children's healthy and safe life. 2.2.5 Understand the theory and technology of educational evaluation, learn to improve activities through evaluation, and promote children's development. 2.2.6 Understand the importance of communication with family and community, learn to use and develop the surrounding resources, and create an environment conducive to children's development. 2.2.7 Master the basic knowledge of children's mental health education and learn to deal with children's common behavior problems. 2.2.8 Understand the related knowledge of 0-3-year-old children's care education and the general methods of infant care education. 2.2.9 Understand the relevant knowledge of primary education and the general methods of connecting children. 2.3 Have the knowledge and ability of self-development 2.3. 1 Understand the core content of teachers' professional quality, and make clear the key points of their professional development. 2.3.2 Understand the stages and ways of teachers' professional development, be familiar with the general methods of teachers' professional development planning, and learn to understand and share the successful experiences of excellent teachers. 2.3.3 Understand the influencing factors of teachers' professional development, learn to use various opportunities based on curriculum learning, and accumulate development experience. 3. Educational practice and experience 3. 1 Experience and experience in observing educational practice 3. 1. 1. Observe the organization and guidance of children's life and educational activities in combination with related courses, understand the norms and processes of kindergarten education, and feel different educational styles. 3. 1.2 Go deep into kindergartens and classes, participate in children's activities, and get the experience of direct communication with children. 3. 1.3 Understand the characteristics of kindergarten education and the responsibilities and requirements of various departments in kindergarten, and feel the richness and complexity of preschool education practice. 3.2 Experience of participating in educational practice 3.2. 1 Understand the actual situation of the children in the practical class, design an educational activity plan under the guidance, organize a one-day activity, and get a real feeling about the educational process. 3.2.2 Participate in various teaching and research activities and get opportunities for direct dialogue or communication with kindergarten teachers. 3.2.3 Cooperate with families and communities, improve communication skills, and gain practical experience and experience in jointly promoting children's development. 3.2.4 Participate in different types of preschool institutions and preschool education practice activities. 3.3 Experience in learning and educational practice 3.3. 1 Accumulate what you have learned and thought in your daily study and practice, form a sense of problems, and have certain ability to solve problems. 3.3.2 Understand the general methods of research and education practice, and experience the process of making plans, carrying out activities, completing reports and sharing results. 3.3.3 Participate in various types of scientific research activities and obtain scientific research results about children's experiences and experiences. 2. Curriculum, study field, suggested modules, credit requirements, three-year junior college, five-year junior college, four-year junior college, 1. Children's development and learning. Early childhood education foundation. Children's activities and guidance. Kindergarten, family and society. Professional ethics and career development child development; Children's cognition and learning; Development and learning of special children. A brief history of educational development; Educational concept; Curriculum and teaching theory; Principles of preschool education, etc. Children's play and guidance; Design and implementation of educational activities; Children's health education and activity guidance; Children's language education and activity guidance; Children's social education and activity guidance; Children's science education and activity guidance; Children's art education and activity guidance; Nursing and education of infants aged 0-3; Creation of kindergarten education environment; Kindergarten education evaluation; Educational diagnosis and children's mental health guidance. Organization and management of kindergartens; Kindergarten class management; Family and community education; Development and utilization of educational resources; Early childhood education policies and regulations. Teachers' professional ethics; Educational research methods; The method and practice of teacher-child interaction; Teachers' professional development; Teachers' language skills; Musical skills; Dance skills; Art skills; The application of modern educational technology, etc. Minimum required credits 40 credits minimum required credits 50 credits minimum required credits 44 credits 6. Educational practice, educational practice; Educational practice, etc. 18 weeks 18 weeks 18 weeks minimum total score of teacher education courses (including elective courses) 60 credits+18 weeks 72 credits+18 weeks 64 credits+18 weeks Description: (/kloc-0 (2) Learning field is a compulsory course for every learner; The suggestion module can be selected or combined by teachers' educational institutions or learners, and it can be a mandatory option or an option; The academic performance of each learning field or module is determined by the teacher education institution according to the relevant regulations. (B) the primary school pre-service teacher education curriculum objectives and curriculum
The pre-service teacher education curriculum in primary schools should guide future teachers to understand the characteristics and differences of primary school students' growth, learn to create a supportive and challenging learning environment, and satisfy their desire for expression and knowledge; Understand the importance of primary school students' life experience and on-site resources, learn to design and organize appropriate activities, guide and help them to study independently and explore cooperatively, and form good study habits; Understand the value and uniqueness of communication to the development of primary school students, learn to organize various collective and partner activities, and let them grow up happily in meaningful school life.
1. Basic requirements of curriculum objectives and territorial objectives 1 educational beliefs and responsibilities 1. 1 Have a correct view of students and corresponding behaviors1.10/Understand the unique position and value of primary schools in life development and lively primary school life. 1. 1.2 Respect students' right to study and develop, and protect students' interest in learning and self-confidence. 1. 1.3 Respect students' individual differences, believe that students have development potential and are willing to create conditions and opportunities for their development. 1.2 Have a correct view of teachers and corresponding behaviors 1.2. 1 Understand that teachers are promoters of students' learning, and think that the significance of teachers' work lies in creating conditions to help students grow up happily. 1.2.2 understand the professional characteristics and requirements of primary school teachers, consciously improve their scientific and humanistic qualities, and form the will of lifelong learning. 1.2.3 Understand teachers' rights and responsibilities and abide by teachers' professional ethics. 1.3 Have a correct view of education and corresponding behaviors. 1.3. 1 Understand the significance of education to students' growth, teachers' professional development and social progress, believe that education is full of creative fun, and are willing to engage in primary education. 1.3.2 Understand the history, present situation and development trend of school education, identify with the concept of quality education, and understand and participate in educational reform. 1.3.3 form a correct view of education quality and make professional thinking and judgment on school education-related phenomena. 2. Educational knowledge and ability 2. 1 Understand the knowledge and ability of students 2. 1. 1 Understand the main theories of children's development and the latest achievements of children's research. 2. 1.2 understand the general laws and influencing factors of children's physical and mental development, and be familiar with the age characteristics of primary school students and the differences of individual development. 2. 1.3 Understand the characteristics and influencing factors of primary school students' cognitive development and learning style, and be familiar with the process of primary school students' constructing knowledge and acquiring skills. 2. 1.4 Understand the formation process of pupils' moral character and behavior habits, understand the characteristics of pupils' communication, and understand the influence of peer communication on pupils' development. 2. 1.5 master the methods of observation, conversation, listening and homework analysis to understand the learning and development needs of primary school students. 2. 1.6 Understand China's educational policies and regulations, and be familiar with the contents of children's rights and ways to safeguard children's legitimate rights and interests. 2.2 Have the knowledge and ability to educate students 2.2. 1 Understand the training objectives of primary education, be familiar with the curriculum standards of at least two subjects, and learn to set teaching objectives or activity objectives according to the curriculum standards. 2.2.2 Be familiar with the teaching contents and methods of at least two subjects, learn to organize teaching activities in connection with the life experience of primary school students, and turn the teaching contents into meaningful learning activities for primary school students. 2.2.3 Understand the value of subject integration in primary education, understand all kinds of curriculum resources related to the learning content of primary school students, learn to design comprehensive theme activities, and create interdisciplinary learning opportunities. 2.2.4 Understand the knowledge of classroom organization and management, learn to create a supportive and challenging learning environment, and stimulate students' interest in learning. 2.2.5 Understand the theory and technology of classroom evaluation, learn to improve teaching through evaluation, and promote students' learning. 2.2.6 Understand the knowledge of curriculum development, learn to develop school-based curriculum, design, implement and guide simple extracurricular and off-campus activities. 2.2.7 Understand the basic methods of class management, learn to guide primary school students to manage themselves, and form a collective concept. 2.2.8 Understand the basic knowledge of mental health education for primary school students, and learn to diagnose and solve common learning and behavior problems of primary school students. 2.2.9 Master the necessary language skills, communication and cooperation skills and skills of using modern educational technology. 2.3 Have the knowledge and ability of self-development 2.3. 1 Understand the core content of teachers' professional quality, and make clear the key points of their professional development. 2.3.2 Understand the stages and ways of teachers' professional development, be familiar with the general methods of teachers' professional development planning, and learn to understand and share the successful experiences of excellent teachers. 2.3.3 Understand the influencing factors of teachers' professional development, and learn to use various opportunities based on curriculum learning to accumulate development experience. 3. Educational practice and experience 3. 1 Experience and experience in observing educational practice 3. 1. 1. Observe primary school classroom teaching in combination with related courses, and understand the norms and processes of classroom teaching. 3. 1.2 Go deep into the class, understand the situation of primary school students' group activities, the content and requirements of primary school class management and class team activities, and gain the experience of direct communication with primary school students. 3. 1.3 Close contact with primary schools, understand the educational management practice of primary schools, and have a perceptual knowledge of the work content and operation process of primary schools. 3.2 Experience of participating in educational practice 3.2. 1 Under the guidance, design and implement the teaching plan according to the characteristics of primary school students and experience the teaching activities of 1-2 course. 3.2.2 Under the guidance, participate in guiding learning, managing classes, organizing class team activities, and gain experience in contacting families and communities. 3.2.3 Participate in various teaching and research activities and get opportunities for direct dialogue or communication with other teachers. 3.3 Experience in studying educational practice 3.3. 1 Accumulate what you have learned and thought in your daily study and practice, and form problem awareness and certain problem-solving ability. 3.3.2 Understand the general methods of research and education practice, and experience the process of making plans, carrying out activities, completing reports and sharing results. 3.3.3 Participate in various types of scientific research activities to gain the experience and understanding of scientific research students. 2. Curriculum, study field, suggested module credits, three-year junior college, five-year junior college, four-year junior college, 1. Children's development and learning. Basic education foundation. Primary school subject education and activity guidance iv. Mental health and moral education. Professional ethics and professional development, children's development; Pupils' cognition and learning. Educational concept; Curriculum design and evaluation; Effective teaching; School education development; Class management; School organization and management; Educational policies and regulations, etc. Research on curriculum standards and teaching materials of primary school subjects: teaching design of primary school subjects; Interdisciplinary education in primary schools; Comprehensive practical activities in primary schools, etc. Psychological counseling for primary school students; Moral development and moral education of primary school students. Teachers' professional ethics; Educational research methods; Teachers' professional development; The application of modern educational technology; Teachers' language; Writing skills and so on. Minimum required credits 20 credits minimum required credits 26 credits minimum required credits 24 credits 6. Educational practice, educational practice; Educational practice. 18 weeks 18 weeks 18 weeks teacher education courses (including elective courses) minimum academic total score of 28 credits+18 weeks 35 credits+18 weeks 32 credits+18 weeks Description: (/kloc- (2) Learning field is a compulsory course for every learner; The suggestion module can be selected or combined by teachers' educational institutions or learners, and it can be a mandatory option or an option; The academic performance of each learning field or module is determined by the teacher education institution according to the relevant regulations. (C) the objectives and curriculum of pre-service teacher education in middle schools
The course of pre-service teacher education in middle schools should guide future teachers to understand the characteristics of adolescence and its influence on middle school students' lives, and learn to guide them to spend adolescence safely; Understand the cognitive characteristics and learning styles of middle school students, learn to create a learning environment, encourage independent thinking, and guide them to explore subject knowledge in various ways; Understand the personality and cultural characteristics of middle school students, learn to respect their self-awareness, guide them to plan their own lives, and develop their social practice ability in diversified activities.
1. The basic requirements of curriculum goals and objectives are 1 educational beliefs and responsibilities 1. 1 having a correct view of students and corresponding behaviors 1. 1 understanding the unique position and value of middle school in the development of life and the significance of active middle school life to the development of middle school students. 1. 1.2 Respect students' right to study and develop, and protect students' autonomy, independence and selectivity in learning. 1. 1.3 Respect students' individual differences, believe that students have development potential and are willing to create conditions and opportunities for their development. 1.2 Have a correct view of teachers and corresponding behaviors. 1.2. 1 Understand that teachers are promoters of students' learning, and think that the significance of teachers' work lies in creating conditions to help students develop independently. 1.2.2 understand the professional characteristics and requirements of middle school teachers, consciously improve their scientific literacy and humanistic literacy, and form the will of lifelong learning. 1.2.3 Understand teachers' rights and responsibilities and abide by teachers' professional ethics. 1.3 Have a correct view of education and corresponding behaviors. 1.3. 1 Understand the significance of education to students' growth, teachers' own development and social progress, believe that education is full of creative fun, and are willing to engage in middle school education. 1.3.2 Understand the history, present situation and development trend of human education, identify with the concept of quality education, and understand and participate in educational reform. 1.3.3 form a correct view of education quality and make professional thinking and judgment on school education-related phenomena. 2. Educational knowledge and ability 2. 1 Have the knowledge and skills to understand students 2. 1. 1 Understand the main theories and latest research results of children's development. 2. 1.2 Understand the general laws and influencing factors of children's physical and mental development, and be familiar with the differences of middle school students' age characteristics and individual development. 2. 1.3 understand the characteristics and influencing factors of middle school students' cognitive development and learning style, and be familiar with the process of middle school students' constructing knowledge and acquiring skills. 2. 1.4 Understand the formation process of middle school students' morality and behavior habits, understand the characteristics of middle school students' communication, and understand the influence of peer communication on middle school students' development. 2. 1.5 master the methods of observation, conversation, listening and homework analysis to understand the needs of middle school students' learning and development. 2. 1.6 Understand China's educational policies and regulations, and be familiar with the contents of children's rights and ways to safeguard children's legitimate rights and interests. 2.2 Have the knowledge and ability to educate students 2.2. 1 Understand the training objectives of middle school education, be familiar with the curriculum standards of teaching subjects, and learn to set teaching objectives or activity objectives according to the curriculum standards. 2.2.2 Familiar with the teaching contents and methods of teaching subjects, learn to contact and use the life experience of middle school students and related curriculum resources, design educational activities, and create a classroom environment to promote middle school students' learning. 2.2.3 Understand the theory and technology of classroom evaluation, learn to improve teaching through evaluation, and promote students' learning. 2.2.4 Understand the knowledge of activity curriculum development, learn to develop school-based curriculum, design and guide extracurricular and off-campus activities. 2.2.5 Understand the basic methods of class management, learn to guide middle school students to manage themselves and form a collective concept. 2.2.6 Understand the basic knowledge of mental health education for middle school students, and learn to deal with common psychological and behavioral problems of middle school students, especially adolescence. 2.2.7 Master teachers' necessary language skills, communication and cooperation skills and skills of using modern educational technology. 2.3 Have the knowledge and ability of self-development 2.3. 1 Understand the core content of teachers' professional quality, and make clear the key points of their professional development. 2.3.2 Understand the stages and ways of teachers' professional development, be familiar with the general methods of teachers' professional development planning, and learn to understand and share the growth experience of excellent teachers. 2.3.3 Understand the influencing factors of teachers' professional development, and learn to use various opportunities based on curriculum learning to accumulate development experience. 3. Educational practice and experience 3. 1 Experience and experience of observing educational practice 3. 1. 1 Observe classroom teaching in middle schools, understand the norms and processes of classroom teaching in middle schools, and feel different teaching styles. 3. 1.2 Go deep into classes or other student organizations, understand the contents and requirements of class management in middle schools, and gain the experience of direct communication with students. 3. 1.3 Go deep into middle schools to understand its organizational structure and operating mechanism. 3.2 Experience of participating in educational practice 3.2. 1 Under the guidance, according to the characteristics of students, design and implement the teaching plan, and get the real feeling and preliminary experience of subject teaching. 3.2.2 Under the guidance, participate in guiding learning, managing classes, organizing activities, and gain experience in contacting families and communities. 3.2.3 Participate in various teaching and research activities and get opportunities for direct dialogue or communication with other teachers. 3.3 Experience in learning and educational practice 3.3. 1 Accumulate what you have learned and thought in your daily study and practice, form a sense of problems, and have certain ability to solve problems. 3.3.2 Understand the general methods of research and education practice, and experience the process of making plans, carrying out activities, completing reports and sharing results. 3.3.3 Participate in various types of scientific research activities to gain the experience and understanding of scientific research students. 2. Curriculum, field of study, suggested module credits, three years in junior college and four years in undergraduate course, 1. Children's development and learning. Fundamentals of secondary education. Discipline education and activity guidance in middle schools iv. Mental health and moral education. Professional ethics and professional development, children's development; Cognition and learning of middle school students. Educational concept; Curriculum design and evaluation; Effective teaching; School education development; Class management, etc. Research on curriculum standards and teaching materials of middle school subjects: teaching design of middle school subjects; Comprehensive practical activities in middle schools, etc. Psychological counseling for middle school students; Moral development and moral education of middle school students. Teachers' professional ethics; Teachers' professional development; Educational research methods; Teachers' language; The application of modern educational technology, etc. Minimum required credits 8 credits Minimum required credits 10 credits 6. Educational practice, educational practice; Educational practice. 18 weeks 18 weeks minimum total score of teacher education courses (including elective courses) 12 credits+14 credits+18 weeks Description: (1) 1 credits are equivalent to students under the guidance of teachers. (2) Learning field is a compulsory course for every learner; The suggestion module can be selected or combined by teachers' educational institutions or learners, and it can be a mandatory option or an option; The academic performance of each learning field or module is determined by the teacher education institution according to the relevant regulations. (D) On-the-job teacher education curriculum framework proposal
In-service teacher education courses are divided into academic education courses and non-academic education courses. The curriculum plan of academic education should be based on this standard, considering the training objectives of teacher education institutions, the nature and characteristics of learners, and referring to the curriculum framework of in-service teacher education; The formulation of non-academic education curriculum plan should aim at the special needs of teachers at different stages of development, refer to the curriculum framework of in-service teacher education, provide flexible, diverse, novel and practical courses with strong pertinence, and ensure teachers' continuous and effective professional learning.
In-service teacher education curriculum should meet the diversified needs of teachers' professional development, make full use of teachers' own experience and advantages, further deepen and develop the curriculum objectives of pre-service teacher education, guide teachers to deepen their professional understanding, solve practical problems, enhance their own experience and promote teachers' professional development. The function of the course points to the theme/module, with examples to deepen the professional understanding of contemporary educational ideas, teachers' professional ethics, new progress in subject education, new progress in children's research, new progress in learning science, etc. You can also choose some related topics in philosophy, humanities, science and technology. Subject teaching research, special children's education, adolescent development research, school curriculum leadership, school-based curriculum development, design and guidance of comprehensive practical activities, portfolio evaluation, students' comprehensive quality evaluation, teaching diagnosis, classroom evaluation, classroom observation, academic performance evaluation, information technology and curriculum integration, and school-based teaching and research system construction. Special research on teachers' professional development, educational experience research, reflective teaching, educational action research, educational case study, educational narrative, etc. (a) the education administrative departments at all levels should, according to the needs of the reform and development of basic education, strengthen the leadership and management of teacher education curriculum, provide corresponding policy support and institutional guarantee, fully mobilize the enthusiasm of all parties, and do a good job in the implementation of teacher education curriculum standards. According to the curriculum standards, strengthen the evaluation and supervision of teachers' education quality to ensure the quality of teachers' training in primary and secondary schools and kindergartens.
(two) teacher education institutions shall, according to the curriculum standards, formulate teacher education curriculum plans for kindergartens, primary schools and middle schools, and scientifically arrange the structural proportion of public basic courses, subject-specific courses and teacher education courses. According to the study field, suggested modules and credit requirements, the corresponding course structure is established, the course implementation method is put forward, and supporting measures are formulated. Establish a curriculum self-evaluation system, find problems in time, sum up experience, and constantly improve the curriculum plan.
Strengthen educational practice, improve the management of educational practice courses, and ensure the time and quality of educational practice courses. Vigorously promote the curriculum reform, innovate the teacher training mode, and explore the establishment of a new mechanism for the cooperation between universities, local governments and primary and secondary schools to train normal students.
(3) Teachers' educational institutions should study the particularity of in-service teachers' learning and provide in-service teachers' education courses in a targeted manner to meet the development needs of different learners. In-service teacher education curriculum should reflect the new progress in related research fields, connect with educational practice, respect and absorb learners' own practical experience, solve practical problems and enhance the pertinence and effectiveness of in-service teacher education curriculum.