Research On The Implementation Mechanism Of Pre-Service Teacher Education Curriculum

Under the overall promotion of the basic education curriculum reform and the full promotion of various teacher education policies,the pre-service teacher education curriculum has to rethink how to train future teachers.The implementation of preservice teacher education curriculum,as a "signature" implementing practical activity for the training of normal students,is the basic way to achieve the expected curriculum reform goals,which is directly related to how to train future teachers.However,at the practical level,the value and function of the pre-service teacher education curriculum with clear goals,time concentration,and comprehensive content in the implementation have been questioned,and even become an obstacle to the curriculum reform of basic education.At the theoretical level,researchers often focus on static research on curriculum structure,curriculum setting,and assessment of curriculum results,but little is known about who is implementing the dynamic “real”curriculum,how it is implemented,what effect it has,and why it presents such an implementation state.In view of this,this study intends to explore the microimplementation mechanism of pre-service teacher education focusing on how different levels of pre-service teacher education curriculum are deduced and transformed in practice.Focusing on this problem,this research with the help of curriculum implementation level theory and action theory in sociology,after clarifying that the essence of pre-service teacher education curriculum implementation is the transformation of legal curriculum,teacher-defined curriculum and student-defined curriculum,starting from the action logic and shaping factors of curriculum implementers at different levels,it specifically describes how different levels of curriculum are transformed in the actions of different curriculum implementers,so as to interpret the implementation mechanism of pre-service teacher education curriculum.Specifically,it includes three aspects: firstly,who implements the curriculum at different levels,and what effect do they have on the transformation of curriculum at different levels? Second,what is the logic of the implementation actions of curriculum implementers at different levels? What factors in the curriculum implementation field affect the curriculum implementer’s action logic,and how do they become the influencing factors that shape the curriculum implementer’s action logic? Third,how are curriculum at different levels transformed in the curriculum implementer’s action logic,and what is the final state of transformation and formation?What does it mean?The research taking the "Pedagogy" course of S university in local normal colleges as an example,mainly adopts qualitative research methods,conducting semistructured interviews with 37 directly related curriculum implementers in legal curriculum,teacher-defined curriculum and student-defined curriculum,combined with on-site observation and collection of relevant text materials texts,etc.With the help of Nvivo12 coding,the implementation actions of curriculum implementers at different levels are analyzed from the four dimensions of curriculum goal,content,method and evaluation.This paper analyzes the structural factors and subjective factor,as well as inter-constructive relationship and effect between them,and discusses how it can promote the transformation of curriculum at different levels by shaping the action logic of curriculum implementers.This study draws the following conclusions:For the legal curriculum,external policies and internal curriculum management norms of the institutions of higher learning guide and stipulate the choices action of legal curriculum implementers.However,due to the negative effects of the legal curriculum implementers’ cognition,curriculum literacy and interests,the choices action is conservative,resulting in the action logic of the implementers of the legal curriculum showing the characteristics of "weak guidance" and " strong follow the beaten track ",and the "legalization" transformation of the ideal curriculum has been reduced to the choices of following the beaten track transformation under the policyoriented regulations.In the end,the transformation and formation of legal curriculum show great contradictions,focusing on core literacy while following the original three-dimensional goal framework,content selection as the center of textbooks,emphasizing modern teaching concepts and moving towards a single teaching method,evaluation criteria biased towards factual knowledge.For the teacher-defined curriculum,various teaching management norms within the institutions of higher learning regulate the teaching generation of teacher educators,but teacher educators can still make expedient changes to the legal curriculum according to their own experience,beliefs and habits,etc.As a result,its action logic presents the characteristics of "weak statute" and "strong autonomy",and the transformation from legal curriculum to teacher-defined curriculum has accordingly become an expedient generation transformation under the multidimensional relationship.In the end,the legal curriculum goal is almost completely reconstructed in the teaching generation,the curriculum content being expanded and refined on the basis of the faithful orientation,the teaching methods having achieved preliminary diversification,and the evaluation standards are full of subjectivity.For the student-defined curriculum,under the strict time-space discipline of the institutions of higher learning,normal students can basically participate in various learning activities in accordance with the regulations.But they are affected by their own irrational cognition and passive learning habits during the apprenticeship observation period,so that normal students refuse the deep construction of experience in an implicit way in classroom learning,and their action logic presents the characteristics of "strong control" and "weak initiative",and the transformation from the teacher-defined curriculum to the student-defined curriculum has been reduced to a passive constructive transformation that incorporates practical experience.In the end,the learning goal is utilitarian,the learning content being scattered and vague,and the learning method is passive.However,in contrast to the almost ineffective experience construction at the conscious level,normal students are stimulated by appropriate practical situations,subconsciously using and developing the part of "inert" experience constructed in curriculum learning,but the overall effect is not good.In general,the implementation of pre-service teacher education curriculum has the dual characteristics of conventionality and subjectivity.Due to the unbalanced power relationship in the field of curriculum implementation at different levels,there is always a conflict between conventionality and subjectivity in the process of curriculum implementation,which eventually leads to the flexible transformation of curriculum implementation at different levels.The root cause of the implementation mechanism of pre-service teacher education curriculum is also the implementer of the curriculum.Based on the above conclusions,the following action suggestions are proposed to pay attention to the matching and compatibility of the system in the overall perspective of the implementation quality of pre-service teacher education curriculum,cultivate a high-quality implementation culture and fully scrutinize the order of negotiation among different curriculum implementers in the implementation of the curriculum.