The Research On Current Situation And Solution Of Pre-service Teachers’ Teaching Practice Ability

The pre-service teacher’s teaching practice ability is the pre-service teacher’s teaching skills that are used to guide the teaching activities in the process of educational practice and using professional knowledge in the specific classroom teaching situation.The cultivation of pre-service teachers’ teaching practice ability is the key stage for pre-service teachers to move from "instruction beginners" to teaching positions,and is an effective means to promote the professional development of pre-service teachers.Therefore,the study of the forming process and training methods of the pre-service teachers’ teaching ability has a certain guiding significance for the professional development of pre-service teachers.Based on the above considerations,the paper will analyze the causes and training methods that affect the formation of pre-service teachers’ teaching ability as the focus of research.Pre-service teachers are selected as research objects,and classroom observation,in-depth interviews,and transaction analysis methods are used to pre-service teachers.The specific performance in classroom teaching and the understanding of classroom teaching are the contents of the study.It draws on the theory of teacher professional development and practical knowledge,analyzes the dialogues with pre-service teachers,observes classroom teaching behavior of pre-service teachers,and collects job opportunities.The lesson plans,teaching notes,classroom recordings,and video materials related to the previous teacher’s classroom teaching behavior summarize the status and influencing factors of the pre-service teacher’s teaching practice ability.The current situation of pre-service teachers’ teaching ability is mainly analyzed from three dimensions: instructional design ability,teaching management ability,and teaching innovation ability.Each dimension of the teacher has made a detailed distinction,resulting in the formation of pre-service teachers’ teaching ability.The main reasons are that schools neglect the guidance of pre-service teachers’ attention to classroom situations,the singleness of pre-service teacher training methods,the neglect of the establishment of pre-employment teacher learning communities byschools,the neglect of pre-service teachers’ reflective ability,and the neglect of education practice by schools.The value and so on.Finally,according to the teacher’s professional development thinking,the influence of school environment on teacher transformation and constructivism theory,from the individual development of teachers,the addition of practical courses,the selection of pre-service teachers’ practice bases,the construction of systems,and the optimization of internship methods.This paper proposes an effective way to cultivate the pre-service teacher’s teaching practice ability in terms of changes in the examination results.