Research On The Influence Of Educational Practice On The Readiness Of Nomal Students

The grand blueprint for building a high-quality education system was put forward at the Fifth Plenary Session of the 19 th Central Committee of the Communist Party of China.At the National "Two Sessions" in 2021 General Secretary Xi Jinping indicate that "teachers are the backbone of education.Only with high-quality teachers can there be high-quality education." Normal students are the reserve force of our country’s teaching staff,and their cultivation quality has immediate influence on the construction of high-quality teachers.Educational practice is not only a practical link in the training of normal students,but also a key link to improve the quality of normal students’ training.In 2018,the Ministry of Education pointed out in the "Opinions on Implementing the Excellent Teacher Training Program 2.0" that it is necessary to vigorously promote the implementation of excellent teacher training,improve the quality of practical teaching,cultivate a group of high-quality primary and secondary school teachers with profound educational feelings and solid professional foundation.The degree of readiness for teaching refers to the confidence level of normal students in the professional qualities they should possess to engage in the teaching profession,including three aspects: professional concept,professional knowledge and professional ability.It is also a vital index to measure the training effect of normal students and an significant basis to improve the training mode of normal students.The higher the readiness for teaching,the more solid the foundation for normal teachers to grow into high-quality teachers.Although existing research shows that in the process of cultivating normal students’ teaching readiness,educational practice has the greatest contribution,but the above research conclusions still lack the support of empirical data.Therefore,further research and verification of whether and how educational practice affects normal students’ preparation for teaching has significant theoretical value and practical significance for deepening China’s teacher education reform and building a team of high-quality teachers.Using an empirical research paradigm,this study examines the impact of educational practice on teacher-training students’ readiness to teach.On the one hand,405 normal students were investigated by compiling the questionnaire "The Impact of Educational Internships on Teachers’ Readiness for Teaching".Using SPSS software to carry out descriptive,difference,correlation and regression analysis on the questionnaire data,to clarify the basic situation of educational practice and normal students’ readiness for teaching,and to deeply analyze the impact of educational practice on normal students’ readiness to teach;On the other hand,the quantitative research conclusions are verified and supplemented by interviewing 6 normal students and 2 supervisors.This research found out that:(1)The readiness for teaching of normal students’ is at an upper-middle level,but their performance is inconsistent in terms of professional ideas,professional knowledge and professional ability.(2)The teaching readiness of normal students is not affected by gender,major and origin.(3)Educational practice has a significant impact on all dimensions of teaching readiness of normal students.At the level of professional concept,it affects normal students’ comprehension and awareness of the teacher occupation,their attitudes and actions to students,their attitudes and actions in education and teaching,and their personal accomplishments and behaviors.At the level of professional knowledge,it is manifested as subject knowledge,education and teaching knowledge,and general knowledge that affect normal students.At the level of professional ability,it affects the teaching design ability,teaching implementation ability,class management ability,student evaluation ability and teaching reflection ability of normal students.(4)Internship design and management,college instructors,internship school instructors,educational and teaching activities during internships,and internship reflections can significantly affect the teaching readiness of normal students.Among them,internship school instructors have the strongest influence on the teaching readiness of normal students,and college instructors have the weakest influence.The results of the study show that normal students are generally well prepared for the teaching profession and are most fully prepared in terms of professional concepts.Educational practice has improved the professional concepts,professional expertise and professional capability of normal students,among which the improvement of professional ability is the most helpful.In addition,during the internship,the more high-quality educational and teaching activities normal students participate in,the higher the quality of guidance provided by the instructors in colleges and practice schools,the better the teaching readiness of normal students.However,the study also found that normal students still face problems such as less opportunities to participate in class management and insufficient guidance from college instructors to interns during their internships.So as to further perfect the educational practice and upgrade the teaching readiness of normal students,this research advanced four proposals as follows:(1)Reasonably plan the internship time and content,and monitor the whole process of the internship.(2)Strengthen the connection between class management courses and front-line teaching,and help normal students to prepare for internships in an all-round way.(3)Continue to optimize the guiding tasks of the instructors,and give full play to the combined role of "dual instructors".(4)Improve the quality of normal students’ participation in education and teaching activities,and strengthen thematic reflection.