Research On The Practical Course Of Pre-service Education For Research-oriented Teachers In Finnish Primary Schools

In recent years,the Party and the state have promulgated a series of policy documents to improve the overall quality of education.Many measures have been taken to improve the treatment of teachers,improve the quality of teachers,optimize the teaching staff and enhance the quality culture.The Nineteenth National Congress of the Communist Party of China(CPC)proposed that "in order to fulfill the fundamental task of building a virtuous person,the Party and the people should be satisfied with the cultivation of high-quality,professional and innovative teachers";The Opinion of the Ministry of Education on the Implementation of the Outstanding Teacher Training Plan 2.0 proposed the implementation of the teacher classification and promotion training model,which requires the training of outstanding primary school teachers with comprehensive and professional development,focusing on drawing lessons from international primary schools.The training experience of general practitioners.The most important thing to optimize the structure of teacher training is to deal with the relationship between theory and practice,and to implement the "double tutorial system" to provide real-time and all-round guidance for normal students.The pre-service training of Finnish primary school teachers implements the training objective of "research-oriented teachers",whose curriculum integrates theory,practice and research,and places the practical curriculum and theoretical curriculum in the same position.This study focuses on the pre-vocational education practice curriculum in Finnish primary schools aiming at cultivating research-oriented teachers,and provides new reform ideas for optimizing the structure of education practice curriculum for normal school students in China,integrating the practical curriculum objectives,and Cultivating General primary school teachers with innovative thinking,research ability,comprehensive development and superior development.This study is divided into five parts:The first part is the introduction,which elaborates the reason and purpose of this research,systematically combs the pre-service education practice curriculum of Finnish primary school research teachers at home and abroad,defines the core concepts of "research teachers" and "education practice curriculum",and clarifies the research ideas and methods.The second part is the historical evolution and theoretical origin of the development of pre-service education practice curriculum for Finnish primary school research teachers.The research-oriented pre-service education practice curriculum in Finnish primary schools has gone through five stages of development: from the embryonic stage of specialization before 1970 to the establishment of academic status in 1970s-1980 s,from 1980 s to 1990 s to obtain professional autonomy,and finally to develop the training objectives of research-oriented teachers.In a multicultural environment,Finland will face new challenges in the future.The pre-service educational practice curriculum of Finnish primary school research teachers chooses experiential learning theory as the theoretical basis of educational practice,discusses the ideological origin and realistic basis of combining experiential learning theory with Finnish educational practice curriculum,the connotation of experiential learning and the construction and psychological process of experiential learning circle,and analyses the integration of experiential learning theory with Finnish educational practice curriculum.The embodiment of knowledge view,learning view,development view and situational view.The third part is the analysis of the current situation of pre-service education practice curriculum for Finnish primary school research teachers.It systematically discusses the target orientation,content structure,implementation and evaluation of education practice curriculum aiming at training research primary school teachers.Taking Vasavningsskola,a teacher training school affiliated to Bo Akademi University,as an example,this paper makes a systematic analysis of the design,content,implementation and evaluation of pre-service education practice curriculum for Finnish primary school teachers,so as to help us understand more clearly the design logic and ideas of Finnish primary school teacher education practice curriculum.The fourth part investigates the teacher guidance of pre-service education practice curriculum for Finnish research-oriented primary school teachers.The guidance of educational practice curriculum in Finland has distinct characteristics,including the selection mechanism of teachers and the way of dialogue guidance.This part introduces the role of the instructor and its selection mechanism,the ethical principles of normal students and instructors,the objectives and significance of dialogue teaching,guiding principles,guiding process and the role of teachers in different guiding situations.The fifth part is the experience and Enlightenment of Finland's pre-service education practice curriculum of research-oriented primary education to our country.This part analyses the pre-service education practice curriculum of Finnish primary school teachers,summarizes the characteristics of the education practice curriculum,and then combines the current policy orientation and practical requirements for the education practice curriculum of primary school teachers in our country,and draws lessons from the reflection of the knowledge view,learning view,development view and situational view in the education practice curriculum of Finland's experiential learning theory,and obtains five enlightenments: Aiming at training research-oriented teachers,we should coordinate the relationship between theory and practice,implement the spiral-up curriculum system of educational practice,and build a community of practice.