Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession

Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupationalpressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on them.And this has had adverse effects on them, such as mental, physical, and personal development. This paper studiesthe group of public-funded regular students from the perspective of psychological support. This paper uses theSCL-90 form to investigate the professional psychology of teachers for the psychological support of public-fundedregular students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfactionof the public-funded regular students during their study stage. The experimental results of this paper showthat only 11.9% of public-funded regular students are very willing to take root and serve township education.Moreover, the psychological pressure of teachers at different educational stages is quite different.

Strategies for Cultivating Public Funded Targeted Normal Students Based on Goal Management Theory : A Case Study of East, West and North Guangdong

Public funded targeted normal students are an important component of China's teacher team construction.Since its implementation in 2007,a large number of outstanding rural teachers who have been striving on the front line of education have been trained.Based on the theory of goal management,this paper explores the problems and countermeasures in the training of public funded targeted normal students.It strives to solve the problems of low willingness to teach and high default rates among public funded normal students,and hopes that the suggestions proposed in this paper can further promote the effective implementation of policies for public funded normal students.

Survey and Countermeasures on Current Situation of Life Education for College Students in Local Normal Colleges and Universities

Life education is the precondition of all education.This paper explored the current situation of life education for college students in local normal colleges and universities through questionnaire survey,and traced the history of life education in the world and China.Combined with history and reality,it analyzed the current problems of life education for college students mainly in three aspects,namely,the lack of connectivity in the educational process,the excessive productization of education,and the fragmentation of life education.Finally,it came up with pertinent recommendations in line with these problems.

Stressors in Nurse Students’ Formation in the New Normality Post COVID-19

Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse students;in each setting students faced stressors that trigger fear, anxiety and others, since being in confinement learning of topics moved to the home, laboratory practices in hospitals were cancelled leaving the room that is uncertain up to their return to in-person activities. It is important to highlight the need for innovation and strengthening of theoretical-pedagogic aspects centered at the student’s context as a human being with their own needs and problems, who will interact with others in the continuous process of health-illness. Objective: the aim was to identify the stressors in the nurse students’ formation in the new normality post-COVID-19. Methods: Qualitative and phenomenological research with 27 participants aged 20 - 25 years, nurse students of a public university. The information collection was through four focal groups of 6-7 members each, data analysis was done according to Miles & Huberman after signed informed consent of each participant, and authorized by the chairperson of the Nurse’ career. Results: Category 1, Cumulative stressors with sub-categories 1.1 Uncertainty, 1.2 Isolation, 1.3 Invisibility, 1.4 Mockery, 1.5 Exclusion. Category 2, Expectancy states with sub-categories 2.1 Low self-esteem, 2.2 Insecurity, 2.3 Anxiety, 2.4 Depression, 2.5 Temporary leave, 2.6 Search for authenticity. Category 3, Internalization processes with sub-categories 3.1 Social rejection, 3.2 Self-censorship, 3.3 Discrediting, 3.4 Disempowerment. Category 4, Academic aspects affected with sub-categories 4.1 Deficient studying habits, 4.2 Deficient assimilations of knowledge, 4.3 Archived knowledge in the computer, 4.4 Absence of practice in previous semesters. Conclusion: Once identified the stressors in nurse students in the new normality post-COVID-19, it will allow the creation of settings that help in getting confidence for students, i.e., a safe surrounding promotes the development of abilities and competencies during formation, as well as recommendations of teachers in the classroom and laboratories that contribute to filling space that students perceive as empty, and to intensifying the companionship in clinical settings where students perceive most aggressiveness.

On the Cultivation of Innovation Ability of Mathematics Normal Students Based on the Second Classroom

This paper analyses the mathematics teachers need and urgency of cultivating the ability of innovation,discusses the mathematics students innovation consciousness lack of factors,put forward the theoretical basis for using first class,through the second classroom for mathematics teachers to carry out flexible space,rich contents,various forms of activities,promote students using the brain and hand,give full play to students’subjective initiative,in time to find new problem solving new problems,so as to promote the innovation ability of students.

The Effect of Life Skills Training on the Mental Health and Level of Resilience among Teachers of Normal Students and Teachers of Exceptional Students in Zahedan

This is an experimental study conducted on two groups of control and experimental using pretestposttest design, applying psychological intervention on the study sample. The present study aimed to determine the effectiveness of collective education life skills on mental health and resilience of teachers in Zahedan. The population of the study included all teachers at schools with normal students and teachers at schools with exceptional students in Zahedan, among which 60 teachers at normal schools and 20 teachers at exceptional schools were selected and placed in two groups of experimental and control, respectively. Initially, members of the experimental group were taught 10 basic life skills in 10 2-hour sessions. Mental health and resilience questionnaires were distributed and gathered before and after the training sessions. Results indicated the positive effect of life skills training on mental health of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the lower their mental health scores would be. Results also indicated the positive effect of life skills training on resilience of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the higher their resilience scores would be.

Emotions and Stressing Situations Adaptation of Nursing Students in the New Normality

Background: New normality is uncertain in every sense, specifically in education and for many health disciplines. Being immersed in COVID-19 pandemics brought serious consequences for mental health, and is very important to handle emotions and stress coping strategies to obtain positive outcomes. Objective: To identify the most frequent emotions, as well as the adaptation strategies to the new normality faced by the students of nursing. Methods: Qualitative and phenomenological research, with the participation of 20 students from both genders in the middle term of nursing career at Faculty of Higher Studies Iztacala, National Autonomous University of Mexico, from August to November 2021. Information was collected from a focal group for ten sessions;analysis was according to De Souza Minayo, and there was a signed informed consent letter from participants. Results: Four categories emerged with sub-categories. Category I Maximized emotions. Sub-categories: 1) Frustration, anger, disappointment;2) Personal disappointment, hopelessness, uncertainty;3) Depression. Category II Support elements close to the new normality. Sub-categories: 1) Family communication;2) Education for mental and physical health. Category III Stressing situations that exceeded the student. Sub-category: Disease in lovely ones. Category IV Stress coping strategies. Sub-categories: 1) Friends and relatives that help to get better;2) Family values. Informers pointed out to have maximized emotion, and having no self-control on its negative outcomes occurred;in addition, the situation was not favorable at home with several losses of loved ones, as well as a poor economy that threatened students to give up studies. Conclusion: Emotions facing this new normality are very important and should be attended to, their proper handling will result in a new learning of socio-emotional abilities, stress coping strategies development, better adaptation and informed decisions taken.

Strategic Exploration on the Popularization of Sexual Science Knowledge among Normal Students under the Opening-Up Background

Through the development of interdisciplinary public elective courses of sexuality in the whole school, systematic education of sexology knowledge is carried out for normal students, so that normal students can understand the sexual knowledge of male and female students, such as reproductive structure, function, reproductive health care, sex and sexual psychology, so as to reduce the premarital sexual behavior of normal students, avoid premarital pregnancy, reduce the incidence of reproductive tract infection and sexually transmitted diseases, improve the ability of self-protection of normal students, cultivate good sexual psychology of normal students, and promote the physical and mental health of normal students.

Research on the Coupling Between the Career Identity of Normal School Students and the Construction of Ideological and Political Education in Primary and Secondary Schools

Normal school students are a special group,who moonlight as teenagers of the era and the future teachers.They are classified as receivers and disseminators of education.The special identity of normal school students dictates that they are possessed of extraordinary career identity which is closely coupled with work related to ideological and political education in primary and secondary schools.It is the career identity of normal school students that provides ideological and political education in primary and secondary schools with consistency,stability,high efficiency and standardization.

Probe into Post Practice of Normal School Students in Local Universities

As an important measure of educational reform,post practice can not only improve the practical skills of normal university students in education and teaching,but also relieve the pressure of teachers.Based on this,the Questionnaire for Internship Students and the way of stratified sampling with random sampling were used to conduct a questionnaire survey for Internship Students in Sichuan Normal University in this study;and the problems existing in normal students'post practice were analyzed,then some suggestions were proposed to enhance the practicability and effectiveness of the post practice of normal students in Colleges and universities.

The Evaluation of Educational Literacy of Physics Students in Normal Universities Under China’s Professional Certification System

This article discusses the connotation of the evaluation of educational literacy of physics students in normal universities,provides the evaluation criteria for students’teaching ability,improves the evaluation composition of educational literacy of physics students in normal universities,and provides the score distribution of the 10 items in educational literacy,in hope to improve the training quality of university students.

建构高质量的教师教育实践课程体系

教育实践课程作为教师教育的重要组成部分,承担着重要的育人使命。梳理新中国成立后教育实践课程的发展历程发现,教育实践课程经历了学苏中改造、恢复中改革、发展中转型等三个阶段。教育实践课程的开设有助于完善师范生的知识结构、提升师范生的教学技能、塑造师范生的情怀品质。未来应从教师教育信念、实践课程资源、实践课程师资队伍与课程评价体系四个向度构建高质量的教师教育实践课程体系。

“经师”与“人师”统一:我国中小学教师职前培养的关键难点

中小学教师职前培养是其职业生涯的主体中心环节,在此过程中强调“经师”与“人师”的统一,是其可否成为教师职业胜任者的重中之重,也是中小学教师职前培养的关键难点。当前我国中小学教师职前培养偏重“经师”,体现出知识本位、技能本位、实践本位等目标取向。实现“经师”与“人师”的统一培养特别是培养“人师”意义重大,培养“人师”不仅是弘扬中华优秀传统文化的内在要义,而且是落实“立德树人”教育根本任务的必然要求,还是新时代建设高质量教师队伍的根本遵循。目前在实现“经师”与“人师”统一过程中,还面临着培养主体育人理念存在错位、培养对象在专业学习过程中功利化倾向较为严重、培养过程的核心维度和关键内容失之偏颇等问题。基于此,中小学教师职前培养应遵循国家聚焦制度政策建设、学校致力培养过程改革、高校教师夯实“人师”培养能力、师范生主动提升“人师”力等多维协同,最终实现“经师”与“人师”的统一培养。

基于“微研究”的职业院校师范生教学能力提升策略与实践

结合职业院校师范生的特点,基于职业院校师范生教学能力现状,分析职业院校师范生教学能力提升的必要性,提出基于“微研究”的教学能力提升策略。以“除数是整数的小数除法”为例,通过实践探索,探讨“微研究”提升职业院校师范生教学能力的实施路径。

面向《教师数字素养》标准的师范生数字素养框架与培养路径

《教师数字素养》行业标准的发布,为师范生数字素养的培养指明了方向。面向教师数字素养框架,开展师范生数字素养框架构建与培养路径设计,能够为推动师范生数字素养理论研究与实践创新提供支持。研究对标教师数字素养框架,参照师范生核心素养相关标准,运用内容分析和对比分析法,构建了包括5个一级维度,13个二级维度,28个三级维度的师范生数字素养框架。在框架构建的基础上,提出了师范生数字素养培养路径:推动师范教育的全面数字化转型,筑牢培养底座;构建以“第一课堂为主,第二课堂为辅”主辅并行的培养体系;组建“校内教师+校际教师”两个共同体支撑的师资队伍;建设“课程资源+实践资源”两个资源库;形成“混合必修+网络选修”两种课程模式;建立师范生数字素养智能测评系统等。

乡村教育振兴下师范生实习支教改革研究

实习支教在我国教育规模发展的特殊历史时期产生,是具有中国特色的地方师范院校扶持乡村教育之路。乡村教育振兴的逻辑通路是促进乡村教育高质量发展,而乡村教育高质量发展对师范生实习支教提出了新要求。乡村教育振兴下,师范生实习支教改革的主旨为精准实习支教,实习与支教互利共生和教师专业成长。当前,实习支教存在着供需矛盾突出,深层合作机制欠缺,对师范生专业发展支持不足等问题。乡村教育振兴下师范生实习支教改革,应建立响应乡村教育需求的多元实习支教链条,深化师范院校与乡村学校互利共生机制,加强乡村教育环境中实习生专业成长支持,以便促进乡村教育高质量发展。

化工职教师范生培养存在的问题与对策

近几年国家大力发展化工职业教育,取得了一定成果。化工职教师范生是我国化工职教师资的重要来源。培养既具有师范教育能力,又具有职业教育能力,还具有优良职业德行的化工职教师范生是发展高质量现代化工职业教育的需要。文中阐述了目前化工职教师范培养中存在的若干问题,并针对问题提出相应的对策,以期提高化工职教师范生培养的质量。

地方公费师范生乡村教育情怀现状、问题与对策

地方公费师范生乡村教育情怀整体水平中等偏高,且显著优于普通师范生,但随年级升高呈下降趋势,少数公费师范生乡村教育情怀不足,城市学生相对偏低。为厚植公费师范生乡村教育情怀,应进一步完善公费师范生遴选和退出机制,增设乡村教育特色课程,培养乡村教研人才,强化见习实习指导,重视过程培养,使公费师范生对乡村教育未来充满希望。

物理师范生核心素养培养的研究与实践

核心素养培养是基础物理教育的热点问题。在物理师范专业开展核心素养培养有助于落实“以学生发展为中心”的教育教学理念,促进师范生对物理学科特点的理解和教学素养的感悟。为此,必须显性地开展核心素养培养,把核心素养既作为教学理念也作为教学内容;引导学生学会反思与讨论;把核心素养纳入考核内容。同时,要为核心素养培养提供保障。