Case Study On The Training Model Of Undergraduate Talents In Primary Education Majors In Local Colleges And Universities Under The Perspective Of Normal Major Certification

With the promotion of the policy of "teacher professional certification",normal colleges have become the main position of certification,many majors have carried out professional self-assessment.Based on this,the primary education major of G School is conducting professional self-assessment to promote the application for teacher professional certification.As an important aspect of professional self-assessment,more attention should be paid to the training mode.To this end,this paper follows the idea of theoretical interpretation →questionnaire survey → problem analysis → cause analysis → proposed strategies,and elaborates on the analysis framework of training mode as a clue.By using literature research method,investigation method and case analysis method,this paper compares the professional certification standards of secondary teacher education,and analyzes the deficiencies and optimization strategies of the training mode of primary education major in G School.It provides some reference for the professional certification of primary education in G School.This paper is mainly carried out in the following four parts: First,define the core concepts and clarify the two guiding theories of this research: teacher professional development theory and OBE concept.Secondly,it expounds the internal relationship between the professional certification of teachers and the training mode,as well as the new ideas provided by the certification organization,the certification concept and the certification process for the training of normal university students.Thirdly,based on professional certification standards,five elements of the training model are proposed,namely,training objectives,curriculum teaching,practical teaching,teaching conditions and quality assurance,which provides an analytical framework for this study.Finally,the first and fourth year students and teachers of primary education major in G School are selected for questionnaire and interview.Through discussing the cognition of training objectives,curriculum teaching,practical teaching,teaching condition support and quality guarantee mechanism,the existing problems and causes are found and suggestions are put forward.The research finds that the current situation of the training mode of primary education major in G School is basically satisfactory,which is mainly reflected in the following aspects:Continuously adjusting training plans,actively exploring teaching methods,expanding practical teaching bases,constantly updating teaching conditions,and emphasizing the improvement of quality assurance mechanisms.Comparing with the professional certification standards of primary education,it is found that there are still the following significant problems: the orientation of training objectives is not clear,the integration of curriculum teaching is not reasonable,the practical teaching system is not perfect,the configuration of teaching conditions is not complete,and the operation of quality assurance is not smooth.Further interviews are conducted to find out the causes.In order to further improve the training quality of normal university students,this study put forward the following optimization strategies according to the requirements of secondary certification standards and combined with the actual situation of G School,which are mainly divided into five aspects.First,in-depth interpretation of training objectives.Including rooted in the red culture,cohesion of school-running characteristics;Based on the general view of cognition,clarify the branch and general training;Based on student subjectivity,expand participation channels.Second,expand and consolidate curriculum teaching.Including breaking curriculum barriers,promoting curriculum integration;Enrich the course content and optimize the examination form;Rely on information technology,promote blended teaching model.Third,improve practical teaching step by step.It includes strengthening "U-G-S" cooperation and focusing on developing practical skills;Strict selection of tutors,improve the assessment system;Fourth,optimize the allocation of teaching conditions.Including promoting information sharing,improving the teaching management system;Implement classification evaluation,perfect teacher incentive mechanism;Fifth,continuous improvement of quality assurance.Including improving the evaluation system of students’ academic quality;Implement regular monitoring of teaching quality;We will accelerate the development of a tracking and feedback mechanism for graduates.