Since the beginning of human society and its educational activities, there has been teacher work. However, specialized normal education institutions and systems have emerged, as well as teachers.

The large-scale development of fan education is a matter of two or three hundred years since modern times. As a social phenomenon and practical activity, normal education is produced with the development of large industry and the popularization of education. From the perspective of the development of normal education in the world, it has gone through three stages, from primary normal education to secondary normal education and then to higher normal education, showing the development law from primary to advanced, from quantity increase to quality improvement, from single closure to multiple opening.

65438+After the first industrial technology revolution in 1960s, human society entered the era of industrialization. As an inevitable requirement of industrialization, universal primary compulsory education has been accepted and implemented by western capitalist countries, and normal education has also developed rapidly on this basis.

65438+After the second industrial technology revolution in 1970s, human society entered the era of electrification. Extending the years of primary compulsory education and developing secondary education and vocational and technical education have become the inevitable requirements of the electrification era, which has brought normal education into an important turning stage. Higher normal education came into being, coexisting with secondary normal education, training primary and secondary school teachers respectively, and the curriculum system of normal education was established accordingly. With the completion of universal primary compulsory education, higher requirements are put forward for the quality of normal education, and secondary normal education gradually changes to higher normal education and is finally replaced by higher normal education.

After the third industrial technology revolution in the 1940s and 1950s, human society began to enter the information age, which put forward unprecedented requirements for workers' knowledge and intelligence. Developed countries in the world have extended the years of compulsory secondary education in succession, making secondary education completely universal and vigorously developing higher education. According to the new characteristics of scientific and technological development, countries have also reformed the old curriculum content of normal education and established a new curriculum system of normal education with the characteristics of the times. Times and society have put forward higher requirements for teacher training, and normal education has entered a new period of development.

In the development of normal education in the world, there are three types of teacher training models. (1) empirical imitation type. With the further development of productive forces and the emergence of social surplus products, classes and countries began to appear, and the division of labor between body and brain, schools and teachers appeared. However, at that time, teachers took "elders as teachers", "officials as teachers" and "priests as teachers", and all those with knowledge could be teachers, without academic qualifications or special institutions for training. The educational ability, educational skills, professional ethics and educational art required by teaching are all obtained by imitation from the acquired practical experience, so normal education has naturally not been put on the historical agenda. (2) unitary closed type. After entering the industrial age, the development of social productive forces requires ordinary workers to have at least the ability to read, write and calculate, so the development of national compulsory education has emerged, and the teacher profession has gradually become independent and become a special and scientific profession. Coupled with the development of educational science and educational theory, teacher professional training becomes possible. So countries began to establish independent normal education systems to ensure a large number of teachers. (3) Multiple openness. With the development of industrial technology revolution, mankind has entered the information age. Due to the popularization of compulsory education, the rapid development of secondary education and the vigorous rise of vocational education, normal education should not only develop vigorously in quantity, but also be cultivated on various scales, and the level and quality of cultivation should be greatly improved. Countries all over the world have begun to reform the normal education model, break through this single, independent and closed training system, and move towards diversified, flexible, open and comprehensive universities. After the Second World War, the United States, Britain, Germany and other countries successively reformed the normal education model, and all teachers were trained by comprehensive universities in an open and non-directional mode, raising the academic level of primary and secondary school teachers above the university level.

With the development of normal education in the world, the training system in western developed countries has gradually moved from two-level separation (pre-service and post-service) to three-ring integration (pre-service training, induction counseling and post-service promotion). American colleges and universities are not only bases for training new teachers, but also important places for in-service teachers to further their studies and improve. Colleges and universities have set up master's and doctoral courses in education to improve teachers' professional level and professional status. 1972, France published the Declaration on the Basic Principles of Lifelong Education for Primary School Teachers, which clearly pointed out that teacher training is a whole concept, and made every effort to form an organic synthesis of teacher training and training. The pre-service training and post-service training of British teachers are carried out by the same institution, which is not only conducive to the integration of pre-service and post-service normal education, but also conducive to strengthening the sense of responsibility of university teacher training institutions for training quality.

To sum up, we can preliminarily summarize the following conclusions with regularity:

The hierarchical structure of normal education in the world has experienced a development process from primary to advanced. The improvement of normal education level is closely related to the degree of social and economic development and the extension of compulsory education. The reform and development of normal education and basic education complement each other. Although this historical development process cannot cross the line, it must follow the trend.

The teacher training mode of most normal education in the world has gone through three stages: experience imitation, unitary closure and pluralistic opening. The change of each mode is closely related to the development level of productive forces, political and economic system, cultural and historical traditions, population environment and other factors in a certain society. Therefore, the reform of teacher training mode should proceed from certain social and historical conditions, actively and cautiously.

The training system of most normal education in the world has experienced a gradual transition from two-level separation (pre-service and post-service) to three-ring integration (pre-service training, induction counseling and post-service promotion), which fully embodies the influence and role of lifelong education thought, teachers' professional theory and the principle of optimal allocation of resources in normal education practice.

The development of normal education in the world is closely related to curriculum reform. In the curriculum reform of normal education, all countries in the world pay attention to reforming the outdated curriculum system, increasing the frontier knowledge of science and technology, integrating the content of practical teaching, strengthening the infiltration of arts and sciences, strengthening basic courses, adding comprehensive courses, innovating educational courses, and building a curriculum system of normal education with the characteristics of the times.

In the development of normal education in the world, the government mostly plays a very important role, often by strengthening education legislation and taking effective measures to standardize and promote the development of normal education. Therefore, to ensure the healthy development of normal education, we must adhere to the rule of law and run schools according to law.