A Study On The Effect Of The Normal Students’ Own Factors On The Teaching Effect Of The Pedagogy In Normal College And University

New requirements about teacher’s professional development has been put forward alongwith the basic education reform’s evolution. There is higher request and new challenges forthe overall quality of the teachers and the degree of teacher’s specialization. Higher normalcolleges and universities have responsibility to train the future primary and middle schoolteachers. Public pedagogy of higher normal college, as an essential lesson for prospectiveteachers, plays a decisive role in the process of teacher’s specialization development.Public pedagogy in Normal Universities is the core curriculum of normal universities andthe opening of public pedagogy in normal universities is to improve the quality of normaluniversity students. However, for a long time, there exist a series of issues in this coursewhich concerns not only teachers and students but also teaching content and teaching methods.These objective problems affect teaching effect of public pedagogy and the improvement ofeducational theory and educational skills. Therefore, according to teaching status questions ofthis course, how to find strategies to solve these teaching problems and enhance the quality ofnormal university students is especially important.The students’ learning needs, learning attitude, learning behavior, learning objective, andprofessional orientation strongly influence the class effect. Therefore, this study regarded thenormal school students’ own factors as a starting point, analysed the effect of students’ ownfactors on public pedagogy, after reading the literature review and having the questionnairesurvey. This study used the statistical analysis, correlation analysis and regression analysis.The results were as follows:1. The students’ personal factors, on the whole, is good. But there are some problems: noreasonable learning needs, no active learning attitude, no positive learning behaviors, no clearlearning objective, no specific profession orientation.2. The situation of public pedagogy’s teaching effect is good. But the students have distinctdeficiency about the expansion of educational theories, the improvement of teaching capacity and the interests of learning.3. The students’ own factors have significant relation toward the Public pedagogy teachingeffect. The learning needs, learning attitude, learning behavior and learning objective ofstudents`all have prominent influence on the expansion of education theory, the progress ofteaching capacity and the improvement of learning interest. The professional orientation canaffect and forecast students’ learning interest.According to the problems, this study proposed by mobilizing the students’ own positivefactors, to improve the Public pedagogy teaching effect:1.Meet the students’ learning needs, expand the students’ education theory knowledge andimprove the students’ education teaching ability.2.Mobilize the students’ positive learning attitude, and enhance their learning interest.3.Change the students’ learning behavior, and expand the students’ education theoryknowledge.4.Direct the students’ study purpose, improve the students’ learning interest and the students’education teaching abilit.5.Ascertain the students’ professional orientation, and stimulate the students’ learing interest.