On the Primary Education Teachers undergraduate teaching of innovative approaches to professional practice

Paper Keywords: Primary Education, practice teaching, innovative approaches
Abstract: Through the Primary Education Teachers undergraduate teaching situation analysis of professional practice and thinking, found that the main problem: the practice of teaching understanding and positioning of the bias, curriculum unreasonable, inadequate support systems, etc. In the practical ability of students develop a comprehensive and useful in the exploration, innovation and practical teaching strategies, different from the traditional teacher to form a more scientific and reasonable, and develop more practical, more in line with the characteristics of primary Education, professional characteristics of the practice of teaching.


In China, high school teachers undergraduate Education professional from the beginning of 1998, up from Nanjing Normal University, first teacher training at undergraduate level. So far there are over a hundred colleges and universities across the country set up a Primary Education, although it has gone through ten years of development history, has made breakthrough, but high in primary education into the teacher education system after the professional training, curriculum and other aspects are still at the exploratory stage. Primary education at the undergraduate level, professional, people on the importance of teaching practice is not enough, "teacher" of disadvantage, practice teaching in a secondary position, on the understanding of teaching practice, there are biased, in practice, teaching the set curriculum also there are many problems. on these issues in-depth Research to identify innovative practices in teaching, the main countermeasures for future Primary Education Teachers undergraduate teaching of professional practice development and professional curriculum of the settings are of great significance.

First, the main problems of teaching practice
(A knowledge of practical teaching and position of the bias
The practical ability of teachers, a considerable number of people believe that education is the practice of teaching practice, in fact, practice teaching is not a simple hands-on exercises, skills training, not only refer to education trainee, internship. Practice of teaching and educational practice are two different concepts, educational practice is an integral pArt of teaching practice, and practice of teaching the content included is more extensive. practice teaching is opposed to teaching the theory in terms of the two is the nature of teacher education in teacher training an important component. The object of practice teaching normal students, but from the perspective of students, practice teaching is experiential learning.

(B unreasonable practice teaching curriculum
1 class hours are limited, and the arrangement is unreasonable now, the number of hours of practice teaching in a high proportion of teacher education is very limited curriculum imbalance makes the overall professional quality of teacher-training students a gap, only to master the theory of general performance, and teaching practice poor skills, while only education student, practice, time and frequency is very limited, and in dispersed each time is short, students tend to learn anything on the end of practice, practice, teaching has become embedded in other courses in the dotted For the last time long graduate internship, many students are leaving practice because of finding a job can not be guaranteed in the four years of study, the real serious shortage of the number of hours of practice teaching.

(2) course format and content is more single in the existing practice, teaching, practice teaching is simply that educational practice, and educational practice has been simply that education student, internship, mandate is limited to classroom teaching and teacher work, and for teacher Research, home visits, educational administration, educational surveys, and Research training activities for primary school teachers to design and processing characteristics of the composition is greatly neglected. a single form and content of practice teaching, so full of normal students can not grasp the skills of teacher education, teacher practical ability, Research ability and innovation ability are affected.

(Three practical teaching support systems are inadequate
1 practice teaching "nowhere to go." In addition to school activities, practice teaching, practice teaching activities mainly in the primary practice base, while primary school students to obtain information on the overall experience, which is bound to pay attention to practice-based selection and development At present, the practice base are rare, and no single type of a close contact, which is not conducive to carry out practice teaching, there has been practicing the "nowhere to go" phenomenon in depth and practice hard.

2 practice teaching "no religion." Many times, students practice base practice are alone, although universities and primary schools are arranged to guide teachers, but did not really play a guiding role in the emergence of practice teaching "no teach "phenomenon. On the one hand, college instructor teaching and Research work to be busy, no time to practice the basic schools to guide students to practice on the other hand, although the internship an intern for each school will arrange a special instructor, but Since most of these teachers are busy preparing lessons, teaching, management classes, etc., interns receive guidance is also very limited.

Second, the innovative practice of teaching the main measures
(A) new ideas, to build practical teaching system
Practice teaching is a high teacher education and teaching an important pArt, through the practice of teaching, not only enable students to receive education and teaching of training to enhance education on the basis of professional knowledge and understanding of theoretical knowledge, but also to cultivate the fine work they are engaged in education moral and professional skills of teachers, for teachers to work in the future and lay a solid foundation, so a wide range of research and argument, based on re-examine the practice and innovative teaching in the traditional education trainee, internship, thesis and so on the basis of practice teaching on the establishment of a school and the school, a combination of curricular and extra-curricular teaching of the whole concept of a large practice, an increase of integrated practice, professional skills training and testing, modeling teaching practice, teaching, forming a distinctive feature of the integrated practice - Experiment teaching - skills training - education student, internship - research practice consisting of five aspects of teaching the same time, embodies the whole of - the practice of teaching for four years continuous line, stage - five pArts divided into five relatively independent of the stage Each stage has a corresponding time guarantee and milestones, positioning, content, requirements, guidance, management and assessment, integrity - are the five aspects of a relatively independent, but they are intrinsically linked to each other, form an organic whole, progressive nature - sort five areas in turn, have the order before and after the relationship, so that the practice of teaching implemented progressively, step by step the same time, this practice teaching model has the following three distinct characteristics: (1 from the teaching ability training simulation through micro-teaching training and strengthening of practical training are two ways to enable students to master a variety of teaching skills, improve their ability to teach from (2 full experience of the teacher's role would be education, trainee, internship arrangements full of four years continuous line, ask students to base long-term and practice of teaching teachers in pairs to pArticipate in practice-based teaching and research activities, the formation of student - internship - the integration of educational practice patterns study (3 of professional skills training project in the training program set up "teachers vocational skills training, test project "to implement" the teaching profession skills research system. "Links to free download http://www.hi138.com (two innovative forms, rich content of practice teaching
1 set up a comprehensive practice courses. Integrated practice course on capacity building has a unique value in the research, many school principals have a consensus today is the lack of activity courses primary teachers, primary school teachers to guide students to topics of moral activity scientific and technological activities, sports activities, labor and technology activities, capacity is scarce. visibility, high teacher to strengthen the activities of course, not only for students of professional and creative skills training is extremely important, and for them to improve in the future to primary schools activities in class capabilities is very beneficial.

2 open practice of the Arts curriculum. Arts and culture in the modern primary school teacher training has an important role for primary school teachers work full of innovation, demanding of artistic accomplishment. Many of the best primary school teacher education and teaching in order to give people the reason why the United States enjoy, deeply attracted students to benefit from their good quality art, so in practice the high art of course is to enhance teacher training high-quality talents, to better meet the students expectations of a strong arts education.

3 school hidden curriculum development. Full of hidden curriculum to develop the positive role of student ability. Promote a variety of students in the school community and cultural activities, especially the professional activities of the organization, operation, life, learning environment construction process, to take the initiative, creativity, consciously develop their own organization, communication, coordination, business, operations and other aspects of the specific capabilities.

(C set up the project, characteristics of the formation of practice teaching
To achieve the goal of primary education, professional training, quality assurance, to ensure that students have a broad base of scientific and cultural knowledge, to master the art of modern educational theory, students must be trained to a solid, effective teaching vocational skills. To this end, extensive research, demonstration and inherit the fine traditions, based on the undergraduate division at the high school education, professional training program set up "teachers, vocational skills training, test items," implementing "the teaching profession skills research system", the decomposition of the professional core competencies professional skills tests for certain projects, require students to complete the required semester of the tests, the dominance of professional skills, professional skills training specific Determine Mandarin, reading and speech, pen writing, Fen Bizi, courseware, Lessons and lectures , piano playing and singing classes for the compulsory project team activities, calligraphy, Writing, art word, password and queues, stick figure, piano or other musical instruments, blackboard design, calligraphy, Lessons, pattern or drawing, dancing or singing, children imagine the painting as the selected test items. established assessment criteria, the unified arrangement of each semester examination time, examination results and school linked to the acquisition of Teacher Certification.

(D to establish a base to enhance the effectiveness of teaching practice
Professional practice in order to make primary education teaching model successfully implemented in rural primary, urban primary, urban primary schools, private primary and special schools, five different types of schools selected as part of the practice base of students from admission to graduation, regularly scheduled to bases to carry out a variety of educational and teaching practices from education student, cognitive training, standard training or internships to graduate internship four years continuous line, the base for their students understand the learning conditions, school conditions, primary school teachers need to understand the quality requirements knowledge and ability to structure, enhance the professional skills of the stage while making full use of base resources for primary education, requiring each student with the base elementary school teachers in "mentoring on the" activities from the beginning to the second semester of graduate school will be organized and measured way to contact each student a good base for primary school teachers as instructors, a "mentoring pairs' event, each instructor with 3-5 students per semester for" mentoring pairs "to assess the whole process is divided into observation, assistance, experience, imitation, summed up in five areas.

"Mentoring on" activities for primary education students familiar with elementary school education, exposure to children with a broad stage, it is the old practice of an innovative teaching model, which emphasizes "doing", emphasizing the teaching skills of imitation and nurture , the instructor emphasized cooperation and exchanges, emphasis on teaching the theory learned in the deepening and construction, emphasizing their own analysis and reflection on teaching behavior has proved that "mentoring pairs," a demonstration of primary education, professional characteristics, professional training of primary school teachers is a useful attempt.

Conclusion
Primary school teacher education into the higher teacher education system, but the practice is still in the exploratory stage, the lack of experience, training of teachers in primary schools there are still some problems can not be ignored. How to solve these problems a reasonable, feasible options, needs to continue in-depth exploration and research. Practice of teaching is the primary teacher training as part of its development must rely on the professional development, we must put it in a study conducted under the overall Only professional in all aspects of continuous improvement, mutual promotion, to promote high-end undergraduate teacher professional development and improvement of primary education, primary school teachers to improve the level of training and professionalism.


References:
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[2] Huang Jun. Of the curriculum to explore in practice [J]. Journal of Hubei University of Education, 2009, (11): 118.

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