PROFESSIONAL-METHODICAL TEACHERS’ TRAINING IN CHINA: ITS HISTORY AND CURRENT SITUATION
DOI: 10.23951/2307–6127-2020-6-172-182
As we enter the new millennium, the emerging reforms in the fields of secondary education and teachers’ education in China have raised new demands on the quality of teachers’ training. Professional-methodical training as an integral part of teachers’ education is closely related to the quality of teachers’ training. In order to improve the effectiveness of teachers’ training, this article examines and analyzes the history of development and the current state of professional-methodical training of teachers in China. Studies show that the development of this training is characterized by a late start, a short period of development, folding under the influence of Western countries, and in the context of educational reform, it faces enormous challenges, as well as new opportunities. The main characteristics of the current state of professional-methodical teachers’ training in China include: “blind” copying and borrowing the experience and models of professional-methodical training of other countries, while reforming teacher’ education, where national conditions and needs of general education are increasingly taken into account; the complexity of the system of professional-methodical teachers’ training, where the central place is occupied by the academic discipline “teaching methods”; practical orientation of professional-methodical training. And on the basis of the results of the study, constructive proposals are put forward for the further development and improvement of this training. To improve the system of professional-methodical training, it is necessary to reform it in three ways: to clarify the goals; improve educational programs; diversify assessment methods.
Keywords: professional-methodical training, methodical training system, teachers’ training in China, history of professional-methodical training in China, the state of professional-methodical training in China
References:
1. Kosyrev V. P. Sistema nepreryvnoy metodicheskoy podgotovki pedagogov professional’nogo obucheniya. Avtoref. dis. dokt. ped. nauk [The system of continuous methodical training of teachers of vocational training. Abstract of thesis of doct. of ped. sci.]. Moscow, 2007. 51 p. (in Russian).
2. Zelenko N. V. Vzaimosvyaz’ proyektirovaniya i samoproyektirovaniya metodicheskikh kompetentsiy v sisteme obshchetekhnicheskoy i metodicheskoy podgotovki uchitelya tekhnologii. Avtoref. dis. dokt. ped. nauk [Interrelation of design and self-design of methodological competencies in the system of general technical and methodical training of a technology teacher. Abstract of thesis of doct. of ped. sci.]. Astrakhan, 2006. 38 p. (in Russian).
3. Igna O. N. Kontseptual’nye osnovy tekhnologizatsii professional’no-metodicheskoy podgotovki uchitelya. Dis. dokt. ped. nauk [Conceptual bases of technologization of professional-methodical training of a teacher. Diss. of doct. ped. sci.]. Tomsk, 2014. 389 p. (in Russian).
4. Belenok I. L. Teoreticheskiye osnovy professional’no-metodicheskoy podgotovki uchitelya v pedagogicheskom vuze: Na primere podgotovki uchitelya fi ziki. Dis. dokt. ped. nauk [Theoretical foundations of professional and methodological training of a teacher in a pedagogical university: on the example of training a physics teacher. Diss. of doct. ped. sci.]. Ekaterinburg, 2000. 353 p. (in Russian).
5. Tsareva S. E. Metodicheskaya podgotovka v sisteme professional’noy podgotovki uchitelya nachal’nykh klassov [Methodical training in the system of vocational training of primary school teachers]. Mezhdunarodnyy zhurnal eksperimental’nogo obrazovaniya, 2016, no. 12 (1), pp. 37–39 (in Russian).
6. Nikitina L. A. Problema metodicheskoy podgotovki budushchego uchitelya nachal’nykh klassov v usloviyakh perekhoda na novye obrazovatel’nye standarty [The problem of methodological training of the future primary school teacher in the context of the transition to new educational standards]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, no. 1 (7), pp. 73–80 (in Russian).
7. 谭静, 覃永县. 师范生教学技能培养的问题与对策: 以小学教育语文教育方向本科专业为例. 河池学院学报. 2012. № 32 (3). 94–98 页. Tang Jing, Qin Yongxian. Problemy i kontrmery v podgotovke u studentov professional’no-metodicheskoy kompetentnosti v pedagogicheskikh universitetakh: studenty fakul’teta kitayskoy literatury v kachestve primera [Problems and countermeasures in preparing students for professional and methodological competence in pedagogical universities: Chinese literature students as an example]. Zhurnal Universiteta Hechi – Hechi University Journal, 2012, no. 32 (3), pp. 94–98 (in Chinese).
8. Felde O. L. K voprosu o professional’no-metodicheskoy podgotovke uchitelya inostrannogo yazyka v pedagogicheskom vuze [On the issue of professional and methodological training of a foreign language teacher in a pedagogical university]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Bulletin of the Tomsk State Pedagogical University, 2009, no. 8, pp. 28–31 (in Russian).
9. 舒新城. 中国近代教育史资料 (中册). 北京: 人民教育出版社, 1961. 1121 页. Shu Xincheng. Dannye sovremennoy istorii obrazovaniya Kitaya (tom 1) [Data from the modern history of China’s education (volume 1)]. Beijing, People’s Education Publ., 1961. Pp. 121 (in Chinese).
10. 刘婕, 谢维和. 栅栏内外: 中国高等师范教育百年省思. 北京: 北京师范大学出版社, 2002. 114 页. Liu Wei, Xie Weihe. Vnutri i snaruzhi ogrady: razmyshleniye o kitayskom vysshem pedagogicheskom obrazovanii v techeniye sta let [Inside and Outside the Fence: Refl ections on Chinese Higher Teacher Education for a Hundred Years]. Beijing, Peking Normal University Publ., 2002. Pp. 114 (in Chinese).
11. 中央教育科学研究所教育史研究室. 中华民国教育法规选编（1912–1949）. 南京: 江苏教育出版社, 1990. 474 页. Issledovatel’skoye byuro po obrazovaniyu Tsentral’nogo instituta pedagogicheskikh nauk. Izbrannyy zakon ob obrazovanii Kitayskoy Respubliki (1912–1949) [Research Bureau for Education of the Central Institute of Educational Sciences. Selected Establishment Law of the Republic of China (1912–1949)]. Nanjing, Jiangsu Publ., 1990. Pp. 474 (in Chinese).
12. 韩荣璋. 从以俄为师到以苏为鉴–探索有中国特色社会主义建设道路的历史起点. 党史研究与教学. 1997. № 4. 1–5页. Han Rongzhen. Ot vospriyatiya SSSR v kachestve uchitelya do vospriyatiya ego v kachestve zerkala [From taking the USSR as a teacher to taking it as a mirror]. Issledovaniya i prepodavaniye istorii partii − Research and teaching of party history, 1997, no. 4, pp. 1–5 (in Chinese).
13. 李友芝, 李春年, 柳传欣等. 中国近现代师范教育史资料 (第三册). 北京: 北京师范学院内部资料, 1983. 931 页. Li Youzhi, Li Chunnian, Liu Chuangsin. Informatsiya ob istorii sovremennogo kitayskogo pedagogicheskogo obrazovaniya (tom 3) [Information on the history of modern Chinese teacher education (volume 3)]. Beijing, Peking Normal University Inside Information Publ., 1983. Pp. 931 (in Chinese).
14. 何东昌. 中华人民共和国重要教育文献 (1976–1990). 海口 : 海南出版社, 1998. 2831页. He Dongchang. Vazhnye dokumenty ob obrazovanii Kitayskoy Narodnoy Respubliki (1976–1990) [Important documents on the formation of the People’s Republic of China (1976–1990)]. Haikou, Hainan Publishing House, 1998. Pp. 2831 (in Chinese).
15. 边玉岚. 从学科教育学的问世看学科教学法的改造与建设. 通化师范学院学报. 1994. № 3. 72–74页. Bian Yulan. Izucheniye reformy i konstruirovaniya distsipliny predmetnoy metodiki s momenta poyavleniya predmetnoy pedagogiki [The study of the reform and construction of the discipline of subject methodology since the emergence of subject pedagogy]. Zhurnal Donkhuanskogo pedagogicheskogo universiteta − Journal of Don Huang Pedagogical University, 1994, no. 3, pp. 72–74 (in Chinese).
( 632.97 kB ) 
( 623.96 kB )
Issue: 6, 2020
Series of issue: Issue 6
Rubric: COMPARATIVE EDUCATION
Pages: 172 — 182
Downloads: 770