At present, there are many researches about the problems of educational practicum and field experiences. And here is the analysis and summarization of those researches. And those problems of the researches will be sorted out and analyzed from the following three aspects: the problems caused by the universities, the problems caused by the student teachers, the problems caused by the schools which provide the practicum and field experiences.
2.1 Definitions
2.1.1 Definition of “educational practicum”
Educational practicum is of great importance in a student teacher’s development. Referred to the definitions of the educational practicum, there are different answers verified. For an instance, some scholars believe that the educational practicum refers to the fact that the student teachers carry on some teaching and pedagogical activities under the direction of the teachers and professors (Zhou Pufang & Xiao Zhongmo, 1998). And some researchers define the educational practicum through a series of authentic activities as the process of the student teachers improving their teaching and managing abilities according to the educational objectives (Zhu Yongxin & Yang Shubing, 1996). When a student is admitted in to the normal university and becomes a student teacher, then in the following years he or she will gradually receive the systematic, scientific and practical education which are specially designed for improving their teaching skills and helping them to become a qualified teacher. This kind of systematic and practical education is defined in a broad sense, referring to a series of pedagogical activities usually includes the mentioned “educational practicum” and “field experiences”. But in the narrow sense, the educational practicum is only regarded as the fact that the student teachers leave the universities for one to two months and come to the primary schools or secondary schools to experience the real life as a student teacher in a span of time. And according to the different objectives, the educational practicum can also be categorized into three main classifications as followings. The first one, which can be regarded as “observing”, means that the student teachers will not directly take part in the teaching activities, but will only pay enough attention to watching the teaching activities directed by the experienced teachers (Li Zhongli & Sun Lifeng , 1989). Being a field observer, the educational practicum will help those student teachers to have a general understanding of what responsibilities a teacher should shoulder and what pedagogical activities they should organize. And this educational practicum will usually be arranged in the sophomore year. The second one, which is more complicated than the first one, asks the student teachers to start to take part in part of pedagogical activities, such as being the assistant of the teacher, and helping the teachers to carry on some work. This “joining” educational practicum will be arranged in the junior year. And the last classification which is the focus of this essay is quite different from the former ones. The student teachers will not only take part in the pedagogical activities, but they will also be the performer of the pedagogical activities. In other words, seeing that they have already had a good command of the teaching theories, the student teachers need to apply what they’ve learned into practice, gain some authentic experiences and enhance their teaching abilities.
上一篇:浅析英语俚语的汉译
下一篇:翻译活动中的社会文化因素

浅谈肢体语言在小学英语教育中的运用

从教育信息化视角看翻转课堂的功能

论英语启蒙教育中的文化渗透

法语论文拉伯雷思想对我...

教育实习对职前英语教师专业发展的影响

小学英语教学中边缘化学生的教育对策

从《少年时代》解析中美家庭教育差异

18岁可以學什么技术,18岁...

中学地理生活化教学研究

社会工作视野下医患关系的冲突与协调

论好莱坞电影中的中国文化元素

浅谈芭蕾舞外开与中国古典舞外旋的区别

原位离子交换法合成AgBrAg3PO4复合光催化材料

谈人机工程学在公共电话亭设计中的应用

沉箱码头设计国内外研究现状和参考文献

稀土伴生放射性冶炼厂环境放射性水平调查

结肠透析机治疗慢性肾功...