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
