| At present, the eighth reform of new basic education curriculum has entered the overall implementation stage. The new curriculum puts forward new curriculum rationale, new teaching goals, and new curriculum evaluation methods. It will reverse the phenomenon that the curriculum type of middle and Primary school is single and the proportion of subjects is unbalanced. Therefore it can realize the diversifycation of curriculum type and the balanced proportion of specific subjects. So whether there is a group of new highly - qualified teachers has become the key factor that will influence the reforming process of the new curriculum reform.Normal universities, as the main agency for teacher cultivating and training, have many disadvantages on teacher education curriculum .First, the teaching method is boring; second, theory is valued while practice is ignored; teacher′s pre-service cultivating and in- service training are disjointed. In the background of the new curriculum reform, what adjustment measures normal universities have made on curriculum, and whether these measures can meet the demands of social development, are the primary contents of this study.In this thesis, the new curriculum reform concept in biology in senior high school, new high school biology textbooks and the recent biological questions in the national university entrance exams are briefly analyzed. As a result, biology teachers in high schools need to change in the following respects: (1) change the identity of the teachers themselves; (2) change the way of teaching; (3) change teaching targets and evaluation methods; (4) teachers should develop a wide range of skills and abilities. In addition, based on the study of domestic and overseas scholars and interviews and questionnaire survey with the results, this thesis analyzes the present teacher education curriculum of normal universities in detail, including general education subjects, the subject curriculum, teacher education curriculum, and teaching probation and practice.The author has discovered that in the process of teacher education curriculum reform in normal universities, some problems still exist. For example, the single setting of teacher education curriculum; the aim of the teacher education is unknown; teacher′s pre-service cultivating and in- service training are disjointed, etc. Other problems are more prominent. For example, students in the normal universities have shallow understanding about the new curriculum. Their understanding only stays in theoretical level and can not reach the practical level. If the questions above are not effectively solved, they will become restricting factors of the education reform in normal universities under the background of new curriculum reform.Based on the problems mentioned above, this thesis tries to put forward the following suggestions: constructing the curriculum rationale of teacher education in normal universities; putting forward strategies to realize teacher education from "theory" to "practice"; constructing the "integration" curriculum of teacher education. In promoting teacher education from "theory" to "practice", the author puts forward some measures, including inviting some best middle and primary school teachers to participate in the teachers' professional skills training, setting up a corresponding education practice supervision mechanism, creating Teacher Professional Development Schools (PDS), and so on. As a result, they can strengthen the contact between normal universities and middle and primary schools and strengthen the contact between normal universities and basic education curriculum reform so as to promote the teacher's professional development. The "integration" curriculum of teacher education is formed by combining teacher career cycles of eight stages proposed by Fessler and Christensen and the connotation of the "integration" of teacher education.This part as the innovation of this study is expected to make some contributions to the teacher education reform of normal universities. |
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