Study On The Curriculum Setting Of Pre-service Teacher Education From The Perspective Of Endogenous Education Poverty Alleviation

The current fight against poverty has reached the second half of the year,and the poverty alleviation work has entered the sprint period of “hard bones and hard-hitting villages”.To achieve poverty alleviation in rural areas under the current 2020 standards,all poverty-stricken counties will be removed,and regional poverty will be solved.The mode of support must shift from “exogenous ” poverty alleviation to “endogenous ” poverty alleviation,that is,from external poverty alleviation to endogenous poverty alleviation.First,through the dialectical relationship between endogenous poverty alleviation and exogenous poverty alleviation,it is found that endogenous poverty alleviation is the internal cause of exogenous poverty alleviation.Endogenous poverty alleviation is the fundamental way to ensure poverty-stricken people get rid of poverty.Secondly,in the process of analyzing the connotation of education poverty,it is clear that the essence of education poverty is learning power poverty,which is characterized by insufficient learning motivation,lack of learning ability,lack of learning perseverance,and lack of innovation ability.Finally,the author proposes according to the connotation of endogenous poverty alleviation: the connotation of endogenous education for poverty alleviation is to enhance learning.To achieve endogenous education and poverty alleviation,teachers must be motivated and awakened by people in education poverty.Such teachers should carry out reforms from the supply side of the teachers to ensure the increase in the number and quality of teachers.On the one hand,it is possible to attract talents with learning ability to engage in education through policies,and on the other hand,it is possible to prepare students for the future by externally cultivating students with learning ability.Therefore,the author proposes the concept of pre-service teacher education curriculum setting from the perspective of endogenous education and poverty alleviation,including: training new-type teachers with learning as the goal of the curriculum,constructing a curriculum structure based on learning power generation,and paying attention to the curriculum of educational beliefs and educational feelings.content.After text analysis and current situation investigation on the pre-service teacher education curriculum in E-specialty colleges in poverty-stricken areas,it is found that the curriculum has the following problems: the curriculum value orientation is vague,the curriculum objectives are not clear,the curriculum structure is not coordinated,and the course content is not scientific.Implementation and evaluation methods are single.In view of the problems existing in the pre-service teacher education curriculum,and based on the due diligence of the pre-service teacher education curriculum under the endogenous education poverty alleviation,the following suggestions are put forward: establish the specific curriculum objectives with learning power as the core;Learning is the core pre-service teacher education curriculum system,and fully reflects the generative principle;enrich the public curriculum,integrate the subject education curriculum,strengthen the teacher professional curriculum;at the same time construct new learning methods and teaching methods.Through the perspective of endogenous education and poverty alleviation,the pre-service teacher education curriculum is designed to propose countermeasures and suggestions for teachers in poverty-stricken areas,so as to promote the development of education in poverty-stricken areas and stimulate the endogenous motivation of the poor.