| Since entering the new era,the realization of the dream of the great rejuvenation of the Chinese nation is inseparable from a strong education country,and the comprehensive construction of a modern socialist country requires more high-quality and high-level talents.With its influence radiating to the three groups of teacher trainees,in-service teachers and primary and secondary school students,teacher training is a source of living water for the cultivation of talents in China,as it gates the quality of national talents from the starting point.In 2017,the Ministry of Education promulgated the"Implementation Measures for the Accreditation of Teacher Training Programs in General Higher Education Institutions(Provisional)",which not only provides a guarantee system for the quality of teacher training programs in China,but also helps teacher training programs to objectively review their own construction status.As the central part of professional accreditation,curriculum and teaching are the main grasp of deepening the construction of teacher training majors,which is related to the quality of teacher training.Based on this,the study is based on the accreditation standards for teacher education majors,using the methods of literature,questionnaires and logical analysis to investigate the physical education majors in four Ningxia universities,mainly focusing on five aspects such as curriculum setting,curriculum structure,curriculum content,curriculum implementation and curriculum evaluation,etc.The findings of the study are as follows.(1)The training objectives of physical education majors in Ningxia colleges and universities are set at primary and secondary school physical education teacher talents and talents in other fields of physical education,with different reference systems for graduation requirements,and the curriculum is generally supportive of students’ achievement of graduation requirements.(2)In terms of curriculum structure,teacher education courses are mostly scattered,with a high proportion of compulsory courses and insufficient practical sessions,and the credit arrangements do not meet the requirements of teacher education professional accreditation.(3)The choice of course content is biased towards traditional theoretical knowledge learning,the content is not comprehensive and the connection with the frontier hotspots of the subject education needs to be strengthened.(4)In the process of implementing the curriculum,teachers do not pay enough attention to students’ teaching skills such as Putonghua and three-stroke writing,and some courses are poorly conducted due to the constraints of teaching formats and teaching resources such as venue equipment.(5)There is a lack of timeliness in the organization and feedback of course evaluations,student participation is low and the evaluation system is yet to be improved.Based on the above problems,the following recommendations are made.(1)Refine the training objectives,set graduation requirements with reference to teacher education certification standards,improve the curriculum using graduation requirements as a yardstick,and matrix correspondence between the curriculum system and graduation requirement indicators.(2)Accurate classification of courses,centralized modularization of teacher education courses and additional practical courses.(3)Improving the content of the curriculum and enhancing the comprehensiveness and topicality of the content.(4)Flexible use of teaching methods and enrichment of curriculum resources to strengthen the training of physical education students’ coaching skills.(5)Improving curriculum evaluation and building a closed-loop system in line with the continuous improvement function of teacher education professional accreditation. |
