小学英语职前教师顶岗实习的有效性研究--以河池学院2011级英语专业生为例.doc

1、毕业论文论文题目RESEARCHONEFFECTIVEINPOSTTEACHINGPRACTICEOFENGLISHMAJORSINNORMALSCHOOLSBASEDONACASESTUDYOFHECHIUNIVERSITY小学英语职前教师顶岗实习的有效性研究以河池学院2011级英语专业生为例系别外国语言文学系专业英语学号2011103312姓名指导教师时间2015年5月IRESEARCHONEFFECTIVEINPOSTTEACHIGNPRACTICEOFENGLISHMAJORSINNOMALSCHOOLBASEDONACASESTUDYOFHECHIUNIVERSITYBYATHESI

2、SSUBMITTEDTOTHESCHOOLOFFOREIGNLANGUAGESINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSUNDERTHESUPERVISIONOFMIHAIYANHECHIUNIVERSITYMAY2015IIACKNOWLEDGEMENTSIOWEMANYTHANKSTOMANYPEOPLEINFINISHINGMYTHESISATFIRST,IWOULDLIKETOEXTENDMYTHANKSTOMIHAIYAN,MYSUPERVISOR,WHOOFFEREDMEMUCHGUIDANCE

3、ANDENCOURAGEMENTTHROUGHOUTMYTHESISIAPPRECIATETHEGIFTOFTHETIMESHEGAVETOPROOFREADTHEWHOLEMANUSCRIPTANDPROVIDEINSIGHTFULCOMMENTSASWELLASSUGGESTIONSIEXPRESSMYTHANKSTOALLMYTEACHERS,ESPECIALLYMIHAIYANIAPPRECIATEHERWONDERFULLECTUREASWELLASTHEKNOWLEDGEANDINSPIRATIONIHAVERECEIVEDFROMHERATTHELAST,IWOULDLIKETO

4、ACKNOWLEDGEALLMYCLASSMATESANDMANYOTHERPEOPLEFORTHEIRENTHUSIASTICHELPIIIABSTRACTENGLISHISANIMPORTANTPARTINPRIMARYSCHOOLSANDTHEFOUNDATIONOFIMPLEMENTATIONOFNINEYEARCOMPULSORYEDUCATIONSYSTEMTHEGOALOFTHEQUALIFIEDTEAMOFSPECIALIZEDENGLISHTEACHERSISORGANIZEDISTODOAGOODJOBINENGLISHINPRIMARYSCHOOLSTHEREFORE,I

5、NPOSTTEACHINGPRACTICEISAGOODWAYTOSTRENGTHITINPOSTTEACHINGPRACTICEISANEWTEACHINGPRACTICEMODEANDTHEIMPORTANTPARTOFHIGHERNORMALSCHOOLSITSTHECOMBINATIONOFIDEOLOGICALEDUCATIONALCULTURALKNOWLEDGEANDEDUCATIONALTHEORYITSTHEPOWERFULMEASURETOCULTIVATETHEPROFESSIONALTALENTSWHOHAVEINNOVATIVESPIRITANDPRACTICALAB

6、ILITYNOTONLYDOSEITHAVETHEIMPORTANTINFLUENCEONIMPROVINGPRACTICALABILITYOFPRESERVICETEACHERS,BUTALSOITSDEFINITELYHELPFULTOTHEIRPRACTICEBASESTHEEFFECTOFPRESERVICETEACHINGPRACTICEOFPRESERVICETEACHERSHASDIRECTLYREFLECTEDTHEQUALITYOFPRESERVICETEACHINGPRACTICETHISPAPERRESEARCHESONTHEEFFECTOFINPOSTTEACHINGP

7、RACTICEOFMOSTOFNORMALENGLISHMAJORSOF2011INHECHIUNIVERSITYINTHEWAYOFQUESTIONNAIREANDINTERVIEWTHEIRACHIEVEMENTSAREINVESTIGATEDANDFINDTHEPROBLEMSANDANALYZETHEIRREASONSAFTERTHAT,GIVESOMECONDUCIVESUGGESTIONSONINPOSTTEACHINGPRACTICEANDMAKEITBETTERFORTHENEXTPERIODFINALLY,SUMMARYOFPRESENTSTUDYANDFINDITSLIMI

8、TATIONSANDGIVESUGGESTIONSFORTHEFURTHERSTUDIESMOREIMPORTANTLY,ITSCONDUCIVETOHELPTHEFURTHERDEVELOPMENTOFINPOSTTEACHINGPRACTICEINFOREIGNLANGUAGEPARTINHECHIUNIVERSITYKEYWORDSENGLISHINPRIMARYSCHOOLSINPOSTTEACHINGPRACTICEPRESERVICETEACHERSEFFECTIV摘要小学英语是我国小学教育的重要部分,是九年义务教育的基础。要搞好小学英语教育，必须建设一支合格的、过硬的英语教师队伍

9、，而顶岗实习是加强职前教师建设的重要途径。顶岗实习目前是我国高等师范院校教育实习的一种新模式，是高等院校教育计划的重要组成部分，是职前教师思想教育文化知识和教育理论的结合。顶岗实习是培养有创新精神和实践能力的专业人才的有力措施。它不仅对职前教师的实践能力的培养有着重要的作用，而且对实习基地学校的教学水平有一定的帮助。职前教师顶岗实习的有效性直接反应出顶岗实习的质量。本文通过问卷调查法和访谈法对河池学院外国语学院师范英语专业生的顶岗实习现状进行调查，研究其有效性以及其取得的成绩，同时找出在顶岗实习中存在的问题，分析存在问题的原因，给出措施细节，最后给出一定的建议和展望，希望本文有利于河池学院外国

10、语学院之后的顶岗实习的顺利进行给予一定的帮助。关键词小学英语；顶岗实习；职前教师；有效性VCONTENTSACKNOWLEDGEMENTSIIABSTRACTIII摘要IV关键词小学英语；顶岗实习；职前教师；有效性IV1INTRODUCTION111BACKGROUNDINFORMATION1111INPOSTTEACHINGPRACTICEISTHESIGNIFICANTWAYTOSTRENGTHENTHETEAMOFENGLISHTEACHERS1112THEPRACTICALNEEDOFANINVESTIGATIONONTHEEFFECTOFINPOSTTEACHINGPRACTICEO

11、FENGLISHMAJORSINNORMALSCHOOLS112SIGNIFICANCEANDAIMOFTHERESEARCH2121AIMOFTHERESEARCH2122SIGNIFICANCEOFTHERESEARCH21221THEORETICALVALUE21222PRACTICESIGNIFICANCE213ORGANIZATIONOFTHERESEARCH32LITERATUREREVIEW321THEDEFINITIONOFPRESERVICETEACHER322THEDEFINITIONOFINPOSTTEACHINGPRACTICE423RELATEDRESEARCHESO

12、NATHOMEANDABROAD4231RESEARCHESABROAD4IN1987,THERESEARCHOFFEIMANNEMERANDBUCHAMNNMANIFESTSTHATPRACTICALEXPERIENCEISNOTTHEBESTDEFINITEWAYTOTRAINTHEFUTURETEACHERSTHEYALSOSHOWSOMEEXAMPLESOFRESEARCHESTOINDICATETHATDESPITETHEORIGINALINTENTIONISEXCELLENT,ITISMISLEDTHEREFORE,PEOPLESHOULDDISTINGUISHBETWEENTHE

13、APPROPRIATEANDINAPPROPRIATEPRACTICALLESSONSONTHERESEARCHPURPOSEOFTHEEFFECTIVETEACHINGPRACTICEISWHETHERRECEIVEDTEACHINGPRACTICEORNOT,JUSTTHEMODELOFTHEREFORMOFTEACHINGPRACTICE5232RESEARCHESATHOME5FIRSTLY,TAKINGAMEXAMPLEOFPRESERVICETEACHER,RESEARCHONTHECURRENTSITUATIONOFINPOSTTEACHINGPRACTICETHERESEARC

14、HERSSUMMARIZEITSPROBLEMANDANALYZEITSREASONSANDCARRYOUTCORRESPONDINGSTRATEGIESINANINVESTIGATIONANDANALYSISONINPOSTTEACHINGPRACTICEFORPRESERVICETEACHERS,CHENHUAANDZHANGHAIZHUHAVEFOUNDTHEINSUFFICIENTONTHERESPECTOFEARLYTEACHINGFORPRESERVICETEACHERSCHENHUAANDTHEOTHERONEISTHEPEOPLEWHOAREWILLINGTOBEOCCUPIE

15、DINTEACHINGPROFESSIONANDAREPARTICIPATINGINTHEPRESERVICECULTIVATIONTHELASTONEISTHATTHEPEOPLEWHOHAVETHETEACHERCERTIFICATIONBUTHAVENTJOININTHEPROFESSIONALTEAMDANGSHUAI,2013PRESERVICETEACHERSAREALLTHENORMALSCHOOLSTUDENTSWHOWILLACCESSTOTHEFIELDOFEDUCATIONLIUHUAN,2014THEYHAVEMASTEREDPROFESSIONALSKILLSANDT

16、HOUGHTS,BUTTHEYHAVENTACCESSEDTOTHEFIELDOFEDUCATION,THELACKOFEDUCATIONPRACTICEEXPERIENCEFURTHERMORE,PRESERVICEPROFESSIONALEDUCATION,WHICHHASNTMETTHENEEDOFTEACHINGALLTHEPROFESSIONALKNOWLEDGEBUTINTHEPAPER,THEPRESERVICETEACHERSARETHENORMALENGLISHMAJORSOF2011WHOPARTICIPATEININPOSTTEACHINGPRACTICEOFHECHIU

17、NIVERSITY422THEDEFINITIONOFINPOSTTEACHINGPRACTICEINTEACHINGPRACTICEOFXUGAOHOU,THEWAYOFINPOSTTEACHINGPRACTICEORTWOWAYINTERNSHIPTRAININGISTHATNORMALSCHOOLSTUDENTSSATISFIESTHEREQUIREMENTOFIMITATIVETEACHINGPRACTICEANDRECEIVEAPHASEOFPOSTTRAININGBEFOREINPOSTTEACHINGPRACTICEFIRSTLYXUGAOHOU,2001ANDTHENTHEYT

18、AKEUPAPOSTOFRURALTEACHERSINPRIMARYSCHOOLSANDMIDDLESCHOOLSTHEYTAKEOVERTHEEDUCATIONALTASKFORATERMLIUCHUSHENGSTATESINTHETHESISEDUCATIONALGENERALITYINPOSTTEACHINGPRACTICEMEANSTHATTHEINTERNSHIPSGOTOTHETEACHINGPRACTICEBASESTODOTHEINPOSTTEACHINGPRACTICEOFREPLACEMENTINSTEADOFTHETEACHERSWHONEEDTORECEIVEFURTH

19、EREDUCATIONINTHENORMALSCHOOLSLIUCHUSHENG,2001ITSCONSIDEREDTHATTEACHINGPRACTICEMAINLYINDICATESTHATTHENORMALMAJORSINHIGHERNORMALSCHOOLSRECEIVETHEPOSTTRAININGOFFULLTIMEJOBTEACHERSINTHEPRACTICEBASESFORABOUTATERMATTHESAMETIME,THEINSERVICETEACHERSTHEREAREREPLACEDTOTHEHIGHERNORMALSCHOOLSTORECEIVETHEOFFJOBT

20、RAININGZHAIHAIZHU,2012INTHEPAPERINPOSTTEACHINGPRACTICEWHICHMEANSENGLISHMAJORSOF2011INHECHIUNIVERSITYWORKINTHENONPUBLICLYSCHOOLS23RELATEDRESEARCHESONATHOMEANDABROADTEACHINGPRACTICEISONEOFTHEKEYPOINTSOFTHEREFORMOFTEACHERSEDUCATIONINTHEWORLDALARGENUMBEROFTHEFOREIGNSCHOLARSDOTHERESEARCHESONITINPOSTTEACH

21、INGPRACTICEISTHEINNOVATIVEMODELOFTEACHINGPRACTICERECENTLY,THEREAREMORERESEARCHESABOUTITINLANDTHEREISNOEXPRESSIONABOUTINPOSTTEACHINGPRACTICEINFOREIGNCOUNTRIES,BUTINTHEDEVELOPEDCOUNTRIESSOMEOFTHETHOUGHTSANDFORMSARESIMILARWITHIT231RESEARCHESABROADONONEHAND,THEEFFECTOFTEACHINGPRACTICEATTENTIONTURNSTOTEA

22、CHINGPRACTICEBYTHEFOREIGNTEACHERSALLTHETIMEIN1988,GROSSMANANDRICHERHAVEFOUNDTHATPRACTICETEACHERSDEEMTHATTEACHINGPRACTICEISTHEKNOWLEDGERESOURCESMOREEFFECTIVETHANLECTURESINTHEWAYOFONTHESPOTINVESTIGATIONANDINTERVIEWTHEYPOINTOUTLECTUREPRACTICEPROVIDESTHETHEORETICALPRINCIPLEOFTHEMAINCONCEPT,STUDY,5GUIDAN

23、CE,MANAGEMENTANDIMPOSSIBLEIMAGINATIONTEACHINGPRACTICEISAGOODWAYTOPROVIDEPRACTICALSKILLSANDUNDERSTANDTHEHOBBIESOFSTUDENTSINPRIMARYSCHOOLSASWELLASTHEDIFFICULTPOINTSOFTHESUBJECTSINADDITION,THEYHAVELEARNEDTHEEXTRASUBJECTSIN1987,THERESEARCHOFFEIMANNEMERANDBUCHAMNNMANIFESTSTHATPRACTICALEXPERIENCEISNOTTHEB

24、ESTDEFINITEWAYTOTRAINTHEFUTURETEACHERSTHEYALSOSHOWSOMEEXAMPLESOFRESEARCHESTOINDICATETHATDESPITETHEORIGINALINTENTIONISEXCELLENT,ITISMISLEDTHEREFORE,PEOPLESHOULDDISTINGUISHBETWEENTHEAPPROPRIATEANDINAPPROPRIATEPRACTICALLESSONSONTHERESEARCHPURPOSEOFTHEEFFECTIVETEACHINGPRACTICEISWHETHERRECEIVEDTEACHINGPR

25、ACTICEORNOT,JUSTTHEMODELOFTHEREFORMOFTEACHINGPRACTICEONTHEOTHERHAND,THEVALUEANDTHEINFLUENCEOFTEACHINGPRACTICETHECOLLEGESTUDENTSINTHEFOREIGNCOUNTRIESATTACHMUCHIMPORTANCETOTEACHINGPRACTICETHETIMEISMORETHAN15WEEKS,WHICHOCCUPIESABOUT12THEFOREIGNSCHOLARSSTATETEACHINGPRACTICEWHENTHEYMENTIONTEACHINGPRACTIC

26、EINTHE2006SSADLERCONSIDERSTHATTEACHINGPRACTICEISTHEBRIDGEOFLINKINGBETWEENACADEMICLESSONSANDEDUCATIONALPRACTICEONTHEASPECTOFTHEVALUEANDTHEINFLUENCEOFTEACHINGPRACTICEIN2005,KAIRESANDALMEDAHASDISCUSSEDTHEVALUEANDEFFECTOFTEACHINGFROMTHEPOINTOFDEVELOPMENTOFTEACHERSINTHEFUTUREINTHE1992S,FORRESTANDBEVERLYP

27、OINTOUTTHATINTERNSHIPSMUSTKEEPGOODRELATIONSHIPWITHTHELEADERTEACHERSONTHEPROBLEMTHATHOWTODEVELOPTHEINFLUENCEOFTEACHINGPRACTICEEXTREMELYPAMELAFINDSTHEEXCELLENTINTERNSHIPSANDTHETEACHERSWHOHAVETHERICHEXPERIENCEANDINSPIRESFROMTHEPRESERVICETEACHERS,NEWTEACHERSONTHEQUESTIONOFINTERNSHIPSEXPECTATIONDISCUSSIO

28、N,SUCHASTHESTRATEGIESOFCLASSMANAGEMENTANDTHESKILLSOFSUBJECTTEACHINGTHESCHOLARSHAVEFOUNDTHATTHEACHIEVEMENTOFTEACHINGPRACTICEISRICHFROMTHEACHIEVEMENTONTHETEACHINGPRACTICEWHOLLY,BUTSPECIALIZEDRESEARCHESONTHETEACHINGPRACTICEISLESSANDTHEMOREARETHECONTENTOFTEACHEREDUCATION232RESEARCHESATHOME6FIRSTLY,TAKIN

29、GAMEXAMPLEOFPRESERVICETEACHER,RESEARCHONTHECURRENTSITUATIONOFINPOSTTEACHINGPRACTICETHERESEARCHERSSUMMARIZEITSPROBLEMANDANALYZEITSREASONSANDCARRYOUTCORRESPONDINGSTRATEGIESINANINVESTIGATIONANDANALYSISONINPOSTTEACHINGPRACTICEFORPRESERVICETEACHERS,CHENHUAANDZHANGHAIZHUHAVEFOUNDTHEINSUFFICIENTONTHERESPEC

30、TOFEARLYTEACHINGFORPRESERVICETEACHERSCHENHUA33OFTHEMCONSIDERTEACHINGMETHODSAREHUMDRUM32OFTHEMDEEMTHATTHEPARENTSDONTATTACHIMPORTANCETOEDUCATIONONLY17OFTHESTUDENTSCONSIDERTHATTEACHINGCONCEPTSOFTEACHERSAREBACKWARD102153OFTHESTUDENTSHAVEANIDEAOFTHEAPPROACHESOFINFLUENCEONOTHERTEACHERSARELISTENINGTOTHELES

31、SONSANDVALUATETHEM,AND44CONSIDERITSCOMMUNICATIONORDISCUSSION,BUT35THINKITSTHETEACHINGACTIVITIES2250OFTHESTUDENTSTHINKTHATTHEINFLUENCEONPROFESSIONALACCOMPLISHMENTISTHEHELPAMONGTHEMEMBERSOFINPOSTTEACHINGPRACTICE48CONSIDERITISTHECOMPREHENSIVEQUALITY40THINKITISTHEGUIDANCETEACHERSINPRACTICEBASES28DEEMTOI

32、TISTHEHARDWARECONDITIONINPRACTICEBASES,BUTJUST17THINKITISTHEGUIDANCETEACHERSINNORMALUNIVERSITY23MOSTOFSTUDENTSCONSIDERTHEYSHOULDIMPROVETHEIRBASEDTEACHINGSKILLSANDMASTERMORETEACHINGMETHODS24MOSTOFSTUDENTSTHINKTHEGUIDANCETEACHERSHAVENTBEENMUCHMORERESPONSIBILITYANDCONCERNONINPOSTTEACHINGPRACTICE25ANINC

33、REASINGNUMBEROFSTUDENTSIMPROVETHEIRTEACHINGSKILLSBYTHEAPPROACHESEXPERIENCELESSONSBYTHEMSELVES,OBSERVETHEEXCELLENTLESSONSBYINSERVICETEACHERS,CONSULTTOTHELEADERTEACHERSBUTJUSTLITTLEPARTSREADRELATIVEBOOKSANDWATCHRELATIVEVIDEOS26MOSTOFTHESTUDENTSTHINKTHESETTINGOFTHEPRACTICEMODELISTHEMAINFACTORTOINFLUENC

34、EIT2769OFTHESTUDENTSTHINKTHATTHEIRABILITYOFOPERATIONOFMULTIMEDIOCOURSEWAREHAVEBEENIMPROVED,JUST162HAVENTAND24DONTKNOWHOWTOEXPRESS28HALFOFTHESTUDENTSUNDERSTANDINGOFPEDAGOGYANDPSYCHOLOGYHAVEBEENDEEPENED,BUT24HAVENTAND24DONTKNOWHOWTOSAY29MOSTOFTHESTUDENTSARENOTINTERESTEDINTHEPROFESSIONOFTEACHING30MOSTO

35、FTHESTUDENTSARECONFIDENTTOBECOMEANEXCELLENTTEACHERINTHEFUTURE34ANALYSISOFTHERESULTS341THEACHIEVEMENTSOFINPOSTTEACHINGPRACTICEOFENGLISHMAJORSINNORMALSCHOOLSINPOSTTEACHINGPRACTICEISTHELINKINGBETWEENTHEORYANDPRACTICE,THEREFORITSCONDUCIVETOIMPROVETHEIRPRACTICALABILITYOFNORMALENGLISHMAJORSTHEROLEOF11NORM

36、ALENGLISHMAJORSISCHANGEDFROMSTUDENTSTOTEACHERS,THOUGHSUDDENLY,MOSTOFTHEMCANRECEIVETHECHALLENGETOBEMOREEXACT,ASDESCRIBEDFOLLOWINGTHEYFORMTHEGOODHABITSOFGETTINGUPEARLYANDRAISEEFFICIENCY,WHICHCULTIVATETHEIRHARDWORKINGSPIRITTHESEPHENOMENONSARERAREINTHEIRCOLLEGELIFEMANYTHINGSINTHEIRPRACTICEBASES,THEYMUST

37、RAISEEFFICIENCY,ORDELAYDAILYWORKMOSTOFTHEMCANWRITETEACHINGPLANSBYTHEMSELVES,INSPITEOFTHEBEST,MAKINGMUCHPROGRESSTHEYOVERCOMETHEDISADVANTAGEOFTENSIONTHEYHADINTHEUNREALCLASSESFORTHEIRUNREALSTUDENTSINTHEIRCOLLEGENOWADAYS,THEYCANCOMMUNICATEWITHTHEIRSTUDENTSINTHECLASSESORAFTERCLASSESWITHEASEMOREIMPORTANTL

38、Y,THEYDARETOCOMMUNICATEWITHTHEOLDOREXPERIENCEDTEACHERS,EVENMAKEGOODFRIENDSWITHTHEMTOSOMEDEGREE,ITSTHEHAPPINESSTHATTHEIRABILITYOFCONTROLTHECLASSISIMPROVEDTHEYCANTEACHTHEIRSTUDENTSWITHTHETEACHINGMETHODSTHEYHAVELEARNEDTHETHEORYKNOWLEDGEOFTBLT,CLT,ETC,BUTJUSTSOSO,NOTVERYGOODALARGENUMBEROFTHEMDEEMTHATTEA

39、CHINGREFLECTIONISVERYIMPORTANTINTEACHINGINADDITION,SOMEOFTHEMCANCHOSEAPPROPRIATEMETHODSACCORDINGTOTHEPRACTICALTRUTHOFTHEIRSTUDENTSANDTHESUBJECTSKNOWLEDGETHEYHAVETHEIRUNDERSTANDINGONPEDAGOGYANDPSYCHOLOGYESPECIALLYTHELESSHEADTEACHERSOFTHEM,THEIRABILITYOFCLASSMANAGEMENTISSTRENGTHENEDTOAGREATEXTENTMOREI

40、MPORTANTLY,THEYAREMORERESPONSIBLEFORTHESTUDENTSANDTHEIRPARENTSANDTEACHINGPROFESSIONITSCONSIDERTOTHESAYING“NORESPONSIBILITY,NOTEACHING”TEACHINGNEEDSPATIENCEANDGOODTEMPERAMENT,WHICHISRESPONSIBLEFORTHEIRSTUDENTSANDTHEMSELVESNORMALENGLISHMAJORSAREYOUNGANDSUNSHINE,THEIRTEACHINGMETHODSARECLOSETOTHEMODERNT

41、IMETHEREFOR,MOSTOFTHEIRSTUDENTSLIKETHEMANDTHEIRTEACHINGMETHODS,EVENBEINGFRIENDSWITHTHEMTHEYAREINCREASINGLYAWAREOFTHEMSELVESBEINGTEACHERS,ANDSETAGOODEXAMPLETHEYREGULARTHEIRBEHAVIORINTHETEACHERSREQUIREMENTMOSTOFTHEMWANTBEANEXCELLENTTEACHER342THEPROBLEMSOFINPOSTTEACHINGPRACTICEOFENGLISHMAJORSINNORMALSC

42、HOOLSALTHOUGHTHEYMAKEDEFINITEACHIEVEMENTSININPOSTTEACHINGPRACTICE,THEREARESTILLSOMEUNAVOIDABLEPROBLEMSTHEYNOTONLYPLAYTHEROLEOFTEACHERS,BUTALSO12FINISHMANYEXTRATASKS,SUCHASRECRUITSTUDENTS,PICKUPSTUDENTS,CARRYTHINGSANDHAVEAMEETINGSEVERYMORNINGSOMANYTHINGS,SOBUSY,ITSDIFFICULTTOADAPTTHEENVIRONMENTDUETON

43、OEXPERIENCETHEYCANNOTBEABSORBEDINTEACHINGANDTHEIRSTUDENTS,BECAUSETHEYARETOOBUSYTOATTENDITSBELIEVEDTHATMOSTOFTHEMDONTCONCENTRATEONWRITINGTEACHINGPLANSANDTHEYARELIKELYTOCOPYFROMINTERNETORREFERENCEBOOKSSOMANYINTERNSHIPSHAVENTTOOMUCHTIMETOATTENDLECTURESANDJUSTTHEFORMTHEYMEETTHEPROBLEMSONTEACHING,WORKAND

44、LIFE,SELDOMGETTINGHELPFROMTHEEXPERIENCEDTEACHERSBECAUSEMOSTOFTHEMAREBUSYNOWADAYS,MOREANDMOREPRIMARYSCHOOLSIMPLEMENTNEWCURRICULUMREFORM,BUTTHEINTERNSHIPSHAVENTUNDERSTOODITFUNDAMENTALLYBEYONDTHAT,MATERIALSOFPRIMARYANDMIDDLESCHOOLSSOTHEKEYPOINTS,DIFFICULTPOINTSANDEXAMINATIONPOINTS,AREMOREDIFFICULTTOBEF

45、OCUSEDONFORTHEMTHEYHAVENTUNDERSTOODTHEIRSTUDENTSMENTALITY,CHARACTERANDLIFEHABITSTHOROUGHLYSOITSDIFFICULTTOINSTRUCTANEFFECTIVELESSONWHICHMOSTOFSTUDENTSCANUNDERSTANDANDRECEIVEFOREXAMPLE,ONESTUDENTISNOTINTERESTEDINENGLISHANDLOSTHIS/HERHEARTINTHEENGLISHCLASS,EVENDOESNTHANDOUTHOMEWORKITSASERIOUSPROBLEMTH

46、EOTHERREASONISTHATTHEYHAVENTENOUGHEXPERIENCEANDHAVENOIDEAHOWTOPRESENTBRIEFLYANDSUCCINCTLY,ANDCLASSIFYKNOWLEDGEPOINTSSYSTEMATICALLYALTHOUGHTHEYHAVELEARNEDTHETEACHINGMETHODSINTHETHEORYBEFORE,THEYHAVENTUNDERSTOODTHEMINDEPTHANDDONTKNOWHOWTOOPERATEFREELYMOSTOFTHEMAREDISTRESSEDTOHOWTOMANAGECLASSDISCIPLINE

47、,ESPECIALLYCLASSMANAGEMENTFORHEADTEACHERSSOMANYOFTHEINTERNSHIPSTHINKTHATTHEYHAVEALARGEDISTANCEWITHOTHEREXPERIENCEDTEACHERSONTHEHANDSOFTHEABILITIESOFMANAGINGCLASSDISCIPLINECLASSMANAGEMENTASWELLASTEACHINGLEVELBECAUSETHEENGLISHKNOWLEDGEISSOEASY,THEIRSPECIALIZEDKNOWLEDGEHASNTBEENCONSOLIDATEDFROMTHERESUL

48、T,MORETHANHALFPARTOFTHEMARENOTDELIGHTTOTEACHINGTHISISAVALUEPROBLEMWORTHTHINKINGABOUT4ANALYSISOFTHEPROBLEMSOFINPOSTTEACHINGPRACTICETHERESEARCHERANALYSISOFTHEPROBLEMSOFINPOSTTEACHINGPRACTICEFROMFOURPOINTSASFOLLOWING1341CONFRONTEDWITHALONGADAPTIVEPHASEASASAYINGBYATEACHERTHATINATERMOFINPOSTTEACHINGPRACT

49、ICE,THEYJUSTADAPTTOIT,BUTMUSTLEAVETHEINTERNSHIPSARECONFRONTEDWITHALONGADAPTIVEPHASETHERESEARCHERHASFOUNDTHATTHEINTERNSHIPSNEEDONETOTWOMONTHSTOADAPTANDRUNNINGINPERIODTHETASKOFINPOSTTEACHINGPRACTICEISCOMINGTHEENDWHENTHEYHAVEADAPTEDITATFIRST,THEYAREFACEDTOTHECHANGETHEROLEFROMASTUDENTTOATEACHERSOTHEYNEEDTOADAPTTHEROLEOFATEACHERASQUICKLYASPOSSIBLESECONDLY,THEYMUSTCONFORMTOTHEENVIRONMENTOFTEACHINGPRACTICEBASESDUETOTHEREASONSTHATTHEENVIRONMENTISCHANGEDFROMTHESCHOOLTOTHESOCIETYASWELLASFROMEASETOHARDNESSBESIDE,THEYHAVENTPREPAREDFORTHESPECIALIZEDKNOWLEDGEANDTHEEXPER