A Study On The Curriculum Setting Of Normal English Major In Local Normal Universities

The English major of local normal colleges and universities has delivered a large number of qualified primary and secondary school English teachers for the development of regional basic education.The key to training qualified English teachers in primary and secondary schools depends on the curriculum setting of normal English majors in local normal colleges.Curriculum is an important guarantee for achieving the goal of talent training.This research is based on the curriculum setting theory,guided by the teacher’s knowledge theory.English major’s curriculum setting of W normal college is the research object.This research uses text analysis,comparative analysis,questionnaire survey,and individual interview methods.First,an analysis of the 2006-2018 curriculum text for Normal English majors of W local normal university was conducted.Then,focusing on the contrast analysis of the curriculum text of Normal English majors in W local university in 2018 comparison of Teacher Education Curriculum Standards 、 National Standards for the Teaching Quality of Foreign Languages and Literature’s.Then,questionnaires were issued by all students of the English major in 2016.The questionnaire was surveyed from four dimensions:overall situation of course setting,course goals,course structure,and course content.Finally,on the basis of text analysis and questionnaire surveys,individual students are interviewed in order to explore the problems existing in the current curriculum setting.The research found that there are the following problems in the curriculum setting of the English education major in W local university: the insufficient training objectives 、 lacking of teacher education integration,and lacking of "local" characteristics;curriculum objectives do not take into account the three types of curriculum objectives,lacking of student-oriented thinking;imbalanced curriculum structure,small proportion of elective courses;outdated curriculum content,and the curriculum content is not closely related to basic education.In response to the above problems,the author gives suggestions as follows: highlighting the objectives of integrated teacher education,clarifying the "dual majors" of the curriculum system、establishing a joint training system for primary or secondary schools-colleges/universities 、 formulating new standards for assessment of educational practice、adjusting the curriculum structure、and enriching curriculum content.