Empirical Research On Teaching Practice Ability Of Full-time Postgraduates In Education ——Taking S University As A Case

At present,China is in the new stage of development of the 14 th Five-Year Plan,in which higher education is changing from quantitative growth to quality and efficiency enhancement,and the development of teacher education is also changing to a quality-centred value model.In this new context,the reform to improve the quality of full-time master’s degree in education is gradually becoming an important issue in the field of teacher education.Therefore,it is of far-reaching significance to analyze the current situation of the development of their teaching practice ability and propose corresponding countermeasures to promote the high-quality development of basic education teachers.In order to understand the current status of teaching practice ability of full-time postgraduates in education,this study is based on policy documents,combined with the results of textual analysis of the practice summary,using text analysis,Delphi,questionnaire and interview methods,etc.The current situation of teaching practice ability of postgraduates is investigated.First,relying on the grounded theory,using Nvivo12.0 software to qualitatively analyze the collected practice summary texts,and preliminarily construct the evaluation index of teaching practice ability of full-time postgraduate education graduates.Secondly,the evaluation indexes are screened and perfected by the Delphi method,and the evaluation indexes of the teaching practice ability of full-time postgraduates in education are established.Thirdly,according to the evaluation indicators,self-compiled questionnaires and interview outlines were conducted to investigate the development of teaching practice ability of full-time postgraduates in S University.The preliminary results show that the teaching practice ability of full-time M.Ed.students at the University of S is at an intermediate level,but the development of each dimension is unbalanced and there are still many problems,in terms of teaching design ability: the ability to analyse curriculum standards is poor,the ability to master and apply teaching materials is not strong,the ability to analyse learning conditions is poor,and the ability to compile teaching design independently is poor;in terms of teaching implementation ability: the ability to create effective teaching situations is weak,and the ability to set up doubts in classroom teaching is weak.In terms of teaching implementation ability: weak ability to create effective teaching situations,weak ability to set up doubts in classroom teaching,weak ability to give feedback in classroom teaching,weak ability to write board design,and weak ability to adapt to classroom teaching;in terms of teaching evaluation ability: weak ability to guide students to conduct self-evaluation,and inadequate post-teaching reflection.Finally,combining the results of the empirical survey and teachers’ interviews,we can conclude that there are three main reasons for the lack of teaching practice ability of full-time M.Ed.students at the University of S.1.at the level of training institutions:short duration of university study,lack of specificity in curriculum,short time for practical teaching,and imperfect construction of practical teaching bases 2.at the level of supervisors: insufficient guidance from theoretical and practical supervisors,lack of communication between theoretical and practical supervisors;3.3.At the level of full-time master of education students: weak awareness of the development of teaching practice ability,insufficient basic ability and low willingness to work as teachers after graduation,etc.In view of the above situation,it is proposed that the training institutions should appropriately extend the duration of study,improve the relevance of the curriculum,extend the time for practical teaching and improve the construction of practical teaching bases;the dual supervisors should clarify their own responsibilities and strengthen communication;the full-time M.Ed.students should establish awareness of the development of teaching practice ability,strengthen their basic teaching skills and enhance their professional identity as teachers.