Investigation On The Perception Of Students’Teaching Performance Before And Afterthe Teaching Practice

"National educational reform and development of long-term planning (2010-2020)"(the following abbreviation compendium) pointed out the need to promote the reform of teacher education, the establishment of open and flexible system of teacher education. But in reality, the superficial basic skills and low social status of teachers, and other factors, resulting in a general lack of confidence in normal colleges students on their teaching ability, thereby reducing their sense of teaching efficacy, and normal school students, as a back-up resources, become teaching efficacy research blank in the past. Because of these, the researchers turns the foothold of the project to the changes that occur to normal school students’ teaching efficacy before and after teaching practice, and the analysis on influencing factors which cause these changes. In research methods, for normal school students’ characteristics and combining the teaching efficacy theory, researchers are in strict accordance with the principle of questionnaire design working out the normal College Students’ personal teaching efficacy questionnaire. Based on the principle of simple random sampling, they will select the Zhejiang Normal University education interns in the second half of2011as the research object, a total of170people, two sub-internship payment, recovery rate of more than90%. Study found that:1, The normal school students’sense of overall efficacy and its dimension does not exist a significant, but before practice, on the overall efficacy, teaching cognitive performance, teaching and operational effectiveness as well as teaching monitoring performance, boys are better than girls. While there are significant gender differences after practice, and the girls are better than the boys.2, Normal students in overall efficacy and various dimensions have big difference on disciplines, and the science students are much better than the liberal arts students. While the difference mainly found in teaching cognitive performance and effectinveness of the structure design after the practice, and the liberal arts students is much better than science students this time.3, Students from rural areas have no big difference in overall efficacy and various dimensions before the practice. While they have big difference after the practice. On the other hand, research shows that normal students form cities better than students form rural areas regardless the intership.4, Compared with before, normal students have no big difference in overall efficacy and various dimension.5, Compared with before, difference type of schools may result in big difference in normal stuents’overall efficacy and various dimension after the practice.6, Compared with before, difference school-choosing reasons may result in big difference in normal students’overall efficacy and various dimension after the practice.Based on the above findings, the stuy puts forward the following research suggestions:first, build a full and diverse practice forms of organization; second, an appropriate extension of time to edutional practice; third, strictly guide the selection and training of teachers; fourth, establish "cooperative school" to improve the edution and practice base; fifth, theory of education and teaching skills courses simultaneously; sixth, strengthen the teacher’s occupation identity and improving educational belief.