View of Status of Primary School Specialty Education - case study of Shantou City

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Technium

41/2023

2023 A new decade for social changes

Social Sciences

Technium.

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Status of Primary School Specialty Education - case study of Shantou City

Jiang Zihao, Chuanchen Bi

College of Graduate Study in Management, Khon Kaen University [email protected]

Abstract. This study takes Shantou City's primary education occupational labor force demand as a starting point，which determines the relevant concepts of vocational education for primary school teachers. By the means of literature analysis, investigation as well as interview methods, this paper investigated the training status and employment status of various majors in primary education, mathematics education, and primary education (general subjects) in Shantou Vocational and Technical College. First, the current situation of the school's current vocational education training is analyzed in terms of the existing professional training plans of each major in recent years. Second section is about the interviews and surveys on the current situation of the above-mentioned students of each major. The survey will be based on the students' personal information, students' acceptance of training, employment tendency, existing employment opportunities, long-term career and other pain points. The last section is about the investigation the needs of employers for primary school teachers in recent years.

Keywords. Labor force, primary school teacher training, vocational college, Shantou

1. Introduction

In this current age, with the continuous development of the social economy, the education industry is also advancing, and the requirements for the educational level of educators are getting higher. With the deepening of new urbanization, the gap between urban and rural education is widening, and the scale of schools is shrinking. To adapt to this trend and improve the quality of basic education, it is particularly important to build a high-level and high-quality primary school teacher team. With the successive promulgation of policies such as the "Teacher Education Revitalization Plan (2018-2022)" , the ¹Shantou local government and local vocational education institutions have continued to innovate in education and training models, adopting various methods to target and train primary school teachers. For example, the Shantou local government has established a training system for all-subject teachers in rural primary schools since 2018 based on local conditions. Give full play to the role of the famous teacher training system and Improve the teaching level of local primary schools.

to narrow the gap in primary education between regions and solve the problem of teacher shortage, in 2007, our country implemented the education policy of "free tuition for Technium Social Sciences Journal

Vol. 41, 239-250, March, 2023 ISSN: 2668-7798 www.techniumscience.com

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normal students”. Meanwhile, the six normal universities affiliated to our country will focus on cultivating primary school teacher teams. However, the expected results were not achieved in the end. For a long time, there has been a gap between the human resources for primary education and the employment needs of employers in our prefecture-level cities. There are also problems such as the shortage of high-tech primary school teachers, the deviation of primary vocational education training goals, the complexity of curriculum content, and the large gap in enrollment standards...etc.

To deal with the existing primary school vocational education problems in Shantou and improve the quality of primary school education, the status of local primary school vocational education in Shantou City has become a fact that all practitioners urgently need to face.

Attention to Shantou Education

Shantou is a central city in eastern Guangdong and a special economic zone in China, the economic center city on the west coast of the Taiwan Strait. With the development of the times, Shantou's economic level is far behind Shenzhen, Zhuhai, Xiamen and other brother cities. It barely maintains its status as a third-tier city. We found that the contradiction in the labor market for skilled talents is an important reason for the stagnation of economic development in developing regions. Especially in education industry, running a good basic education in Shantou is a key step to narrow the gap in regional economic development and realize the economic development of eastern Guangdong. The key to basic education is to improve the level of basic education teachers themselves and cultivate a team of high-quality basic education teachers. Therefore, understanding the current situation of vocational education in Shantou primary schools and seeking solutions to labor conflicts are the most important things now.

National Policy Analysis

In 2014, the Ministry of Education proposed in the "Opinions on the Implementation of the Excellent Teacher Training Plan" ²: "Cultivate a group of primary school teachers who love primary school education, have extensive knowledge, and comprehensive capabilities",

"Primary School Teacher Professional Standards", "Teacher Education Curriculum Standards"

and other series The documents all require the comprehensive quality of primary school teachers. Relevant policies are very effective in guiding the construction of high-quality teachers in the region, and they are worthy of our study.

Questions raised

Theoretical significance

Based on the existing concept of pedagogy, we find many problems by observing the current situation of the existing specialist teacher education in Shantou. As the professional teacher training is an important part of the construction of teachers in Shantou City and the output of foreign teachers, it is of great significance for us to analyze the current situation and future development of this professional education. On the one hand, we need to take advantage of this to the supplement of theoretical system cultivated by education. On the other hand, finding out the difficulties, tracing the source, and changing the development thinking have Technium Social Sciences Journal

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become references for the research on vocational teacher education in the third- and fourth-tier cities.

Practical significance

From a practical point of view, there are generally two purposes for strengthening the teaching staff in the region: first, the problem of the mismatch between population and teachers.

the regional population increases but there are no corresponding teacher resources. Second, with the continuous development of the social level, people have higher requirements for the quality of education. Based on the success and failure of the development status of Shantou junior college teachers in recent years, excellent development ideas and avoid backward training methods can be proposed. Finally, it could be summarized into reference opinions that is applicable to the training of specialist teachers in small areas under similar development conditions, and to realize the leapfrog progress of teachers in the new era. From my personal point of view, I strive to master the methods of teaching and research in this process and adapt to the constantly reforming education and teaching concepts.

Literature Review

A review of the training mode for teachers in junior school ,college and primary schools in China

From 2014 to 2018, the Ministry of Education put forward and accepted opinions from all walks of life on the implementation of the excellent teacher training plan. By October 2022, the Ministry of Education proposed the "Notice on the Implementation of the New Era Primary and Secondary School Famous Teacher and Principal Training Plan (2022-2025)" ³. Front-line teachers of higher education, pedagogy experts, and officials of education-related management agencies have conducted attempts and research on the above-mentioned guidelines for teacher team building.

A ambiguous search on China Knowledge Network with the theme of "specialized primary school teachers" found a total of 676 documents, including 347 periodicals, 190 master's theses, and 32 doctoral theses. The researchers mainly focus on the types, necessity and feasibility, teaching mode, training curriculum system of normal students, and educational purposes of primary education majors. This article is based on Li Xuenong's "Thoughts on the Curriculum Construction of Primary and Undergraduate Primary Education Majors" in 2001 and Jie Jing and Zeng Bi's "Curriculum Framework for the Training of Excellent Primary School Teachers Based on "Core Competence" in 2018——Concurrently discussing the specialty of primary school education at the college level Curriculum" 2004 Xie Peisong

"Research and Construction of Primary School Teacher Education Curriculum Plan" in 2021 Ruan Chaohui and Chao Yike " The Career Development Path of China's Primary School Education Professional Teachers in the New Era " 2019 Li Tiesheng "China's Teacher Education Research on Specialization Evolution and Its Logic" 2020 Su Tao " Research on the Rationality of Human Resource Allocation of Teachers——Taking Compulsory Education in J City, Jiangsu Province as an Example "

Journals and doctoral dissertations are the core materials, and other materials are summarized as follows:

1、Origin and Classification of Primary School Education Specialty in college department

Technium Social Sciences Journal Vol. 41, 239-250, March, 2023 ISSN: 2668-7798 www.techniumscience.com

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Regarding the descriptive definition, Xie Tiesheng cited the 2001 "Decision of the State Council on the Reform and Development of Basic Education", which first proposed the concept of "teacher education". Teacher education is an important part of my country's education, and it is an important guarantee for the source and quality improvement of basic education teachers. Teacher education is a general term for teachers' pre-service training, induction education and on-the-job training according to different stages of teachers' professional development under the guidance of lifelong education ideas. From this, it can be deduced that "primary education" refers to pre-service training, induction education and on-the- job training for teachers in accordance with the training of primary education teachers.

In 1978, the Ministry of Education implemented the "Opinions on Strengthening and Developing Teacher Education", pointing out that the in-service primary and secondary school teachers and the supplementary new teachers should have corresponding academic qualifications. For example, primary school teachers must have graduated from secondary normal schools. In 1985, the "Decision of the Central Committee of the Communist Party of China on the Reform of the Educational System" pointed out that "the establishment of a sufficient number of qualified and stable teaching staff is the fundamental plan for implementing compulsory education and improving the level of basic education." The Opinions on Educational Planning stipulates that secondary normal schools enroll junior high school students for three to four years and mainly train primary school teachers. In 1991, the State Education Commission's "Notice on the Experimental Work of Training Specialized Primary School Teachers" stipulated the principles, prerequisites, and approval procedures for the experimental work of training specialized primary school teachers. The school has made strict requirements, and also stipulates that the schooling system for training primary school teachers at the specialist level can be a five-year system, a three-two segment system, and a two-year system; the curriculum setting should be based on the training specifications for primary school teachers at the specialist level, reflecting the specialist level , Highlighting the characteristics of teacher education, students are assigned to teach in primary schools after graduation.

Subsequently, the state formulated the "University Specialist Primary School Teacher Training Curriculum Plan (Trial)" to carry out better with supporting experiments. ⁴Since then, junior college primary education has officially stepped out into history.

In 1991, before the State Education Commission issued the "Notice on the Experimental Work of Training Primary School Teachers at the Specialist Degree" , China's junior colleges and teachers' colleges had already made some attempts. Li Xuenong said, In 1984 , Nantong Normal School in Jiangsu Province tried to run a five-year teacher training program , which started the attempt to achieve a junior college degree for primary school teachers in China. The establishment and enrollment of Shanghai Teachers College in 1985 can be regarded as the beginning of the college-level experiment involving teachers in primary education .⁵

primary education in 2022 has gone through a 31-year journey in China, completing the task of primary school education teacher training after China's reform and opening, and laying the foundation for the transformation of teacher education in the new century. This type of major will also stop enrolling primary school freshmen in the junior college in 2023.

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）

（

，

Teacher Education System in the 1980s

school category Years of study training task

advanced teacher educate

Higher Normal School

Four years (three years for some subjects)

Secondary school teachers;

educational science researchers; educational administrators

Higher Normal

College two or three years Junior high school teachers Higher Vocational

Technical Normal School

Four years for

undergraduate; two or three years for junior college

Professional teachers and administrators of secondary and higher vocational education

normal school for

nationalities Ethnic teachers

Secondary Teacher Education

secondary normal

school Two: one year or four

years Primary school teachers

Early Childhood

Normal School three or four years Kindergarten teacher Secondary Special

Normal School three or four years Elementary Special School Teachers

on-the-job education

School of

Education

Teacher Training College (School)

Degree compensation education; teachers continue to teach

As for the professional classification of elementary school education in this junior college, Li Xuenong pointed out that The main body of the attempt to specialize primary education is firstly the secondary normal schools. This has formed the training mode of "five- year consistent system" and "three-two divisions". This training mode is based on secondary teacher education. This is the first level of specialization and undergraduate primary school education.

Since the late 1980s and early 1990s, some higher normal colleges and undergraduate colleges that have no direct connection with secondary normal schools have begun to establish primary education specialties or "primary education majors", and some secondary normal schools have also named them high school. Students are recruited to establish a primary school education major, forming a two-year or three-year primary school education professional education model. This model carries out professional education at the junior college level based on high school education. This is the second level of specialization and undergraduate primary education. Since 1998 , Nanjing Normal University and Hangzhou Normal University independently established the undergraduate primary education major and began to enroll students to form a training model for the primary education undergraduate major. the Elementary Education College of Shanghai Normal University (established on the basis of the Technium Social Sciences Journal

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former Shanghai Normal College) and Nanjing Normal University and other schools jointly conduct research on the construction of undergraduate majors in primary education has also constructed an education model for undergraduate majors in elementary education. The third level of undergraduate primary education major.⁶in 1999, the Ministry of Education's "Several Opinions on the Adjustment of the Layout and Structure of Normal Colleges" top-level designer Fan Education Reform and Development .

1.Further build an open teacher education system, adjust the structure of the teaching staff, and improve The quality of teacher training.

2.adjust the layout of normal colleges, reorganize the resources of teacher education, focus on the construction of a number of high-level normal universities, and coordinate the construction of a number of teacher colleges and teacher colleges by the provincial government (promote the merger of teacher professional disciplines, education colleges and secondary normal schools ), actively and steadily promote the adjustment of secondary normal schools (continue to run a number of secondary normal schools to train primary school teachers for underdeveloped areas, a small number of high-quality secondary teachers can be merged into teacher colleges, and the rest can be restructured into teacher training institutions or secondary schools).

3.Gradually raise the level of teacher education, and transition from "third-level teacher training" to " second-level teacher education" .

Since then, the level of my country's normal colleges has gradually moved up, secondary normal schools have gradually disappeared, non-normal colleges have entered the teacher training system, and the in-service teacher training model has shifted from academic compensation to continuing education.⁷

2、Primary education curriculum

Specialist primary education is now divided into two types, "directed" and "general".

In February 2015, the Ministry of Education issued the "Opinions on the Implementation of the Excellent Teacher Training Program”. The training of general subject teachers is divided into two types: large comprehensive and small comprehensive. "Small comprehensive" means that primary school teachers have the teaching ability of Chinese, mathematics and English . "

Comprehensive " includes language and mathematics plus "subsidiary subjects", and

"subsidiary subjects" include music , physical education , art , etc.

The "orientation" type of junior college primary education quotes Xie Peisong's article . The common points of the junior college primary school teacher education curriculum are as follows:

The professional orientation is basically the same. Most of them advocate that "nature should be determined in education, direction should be determined in elementary school, and quality should be determined in university (undergraduate or junior college)". Based on this professional orientation, the professional training specifications for primary school teacher education can be summarized as "wide caliber, solid foundation, wide adaptability, strong ability, and high quality".

The training mode is basically the same. In a word, it emphasizes "comprehensive training, development by division (to)".

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The curriculum philosophy is basically the same. There are mainly three influential curriculum theories in history: one is subject curriculum theory, which advocates that teaching content should be subject-centered, and that teaching materials must be organized according to a scientific logical system and students’ cognitive and psychological activities; the second is activity curriculum theory, which emphasizes Teaching should give full play to the initiative of students in learning, develop students' individuality, and emphasize the connection between school and society, and organize course materials based on the reality of social life; the third is the structure of curriculum theory, which advocates that the teaching content should be centered on the basic structure of various disciplines . Looking at the current situation of the curriculum setting of primary school teacher education in our country, the value orientation of curriculum setting is basically based on the subject curriculum theory.

The course structure is basically the same. From the perspective of the degree of relevance between the course content and majors, the course structure mainly includes three sections: one is public basic courses, which are a series of courses for the broad and comprehensive cultural knowledge required by future primary school teachers; the other is subject-specific courses, generally a series of courses are set up for the professional knowledge that students should possess in the teaching of specialized subjects after graduation; the third is education professional courses, which are mainly the educational theories and skills necessary for graduates to engage in the primary school teacher profession. From the perspective of students' learning autonomy, it can be divided into compulsory courses and elective courses, covering all subjects in primary schools, but focusing on three types of courses: Chinese, Mathematics and Education. Among them, optional courses are divided into designated elective courses and random elective courses. The purpose of offering them is mainly to improve the knowledge structure, cultivate interests, and develop expertise.

Increase education professional courses. Compared with the traditional teacher education major, the primary teacher education major has increased the proportion of education professional courses. In some schools, especially the primary education majors offered by higher normal education departments or the Academy of Educational Sciences , the education major courses are almost close to the subjects studied by the education department, accounting for about 40%; most normal colleges generally account for about 20%; the five-year consistent system for the large proportion of public basic courses in primary school teacher education, the proportion of teaching professional courses is relatively less, but generally remains at about 10%.

Pay attention to education and teaching practice. One is that the time for educational and teaching practice has increased significantly, and it is emphasized that the "continuous line"

runs through the entire course, generally between 10 and 15 weeks; Educational practice, educational survey, educational research and extracurricular activities, etc.

The differences in the curriculum of elementary school teacher education in this specialist:

Training models are different. All schools emphasize "comprehensive training" and development by subject (direction), some schools, such as Shanghai Normal University.They lay emphasis on the former, while others, such as Capital Normal University, emphasize the latter.

The direction of professional setting is different. Although all schools advocate that the curriculum should be divided into majors, the number of majors, the time and method of division are not the same. Some have multiple majors, such as Capital Normal University and Hangzhou Normal University, which have as many as eight majors. As soon as enter the school, Technium Social Sciences Journal

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students start to divide the majors. Some of them are general courses in the first part of the course, and then they are divided into electives in the later part of the course. Some divide the majors through restricted courses;⁸

3 Human resource allocation

Wang Shizhong believes that from a statistical point of view, teacher resources refer to the number of people with labor capacity within the scope of a country or region. From an economic point of view, teacher resources refer to the source of driving force for production, which requires not only quantitative supply but also quality improvement. ⑤ Some scholars believe that human resources are the most critical resources among all social resources. Human resources refer to the fact that people have physical and mental value, which can be used by an organization and produce certain benefits. Human resources include both quantity and quality.

The number of human resources refers to the sum of people who have physical and mental value and can create benefits in an organization. The quality of human resources refers to the ability to promote the development of an organization in the process of providing physical and mental power. Human resource allocation refers to the rational arrangement of human resources in an organization to improve work efficiency and maximize benefits. Specifically, human resource allocation refers to the rational allocation of people who promote social and economic development in the organization, making full use of people's subjective initiative and creativity, and combining existing material resources to create maximum social and economic benefits.

Based on the theory of human resource allocation, the author believes that human resource allocation refers to the development of their potential talents in the process of economic and social development, with the help of appropriate tools and means, as well as good platforms and mechanisms. So that their intelligence, ability, skills, experience, physical strength, etc.

Resources are allocated to different regions, departments, and positions to meet the needs of various economic and social sectors for human resources.

4 Teacher human resource allocation

The survival and development of modern schools require the support of many resources, mainly composed of three types of resources: manpower, property, and information.

However, both financial resources and information resources must be handled by people.

Therefore, among the various elements of school survival and development, human resources are the first element. There is not yet a mature definition of the allocation of teacher human resources. Several scholars have given definitions from the perspective of teacher human resource management: Input and arrange allocation, ① develop and utilize existing teacher resources, and maintain the optimal ratio of material resources, financial resources, and manpower in the school teaching process, to improve the school's teaching level and meet the needs of students and society. This definition focuses on the development and management of teacher human resources within the school. Shen Jiliang believes that teacher human resource management is an activity that must use scientific and reasonable methods to train, organize and deploy teachers, and properly guide, control and coordinate teachers' psychology and behavior to stimulate teachers' subjective initiative and enthusiasm. ② This is a description of the connotation of teacher human resource management from the perspective of private middle schools.

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Hu Yongxin defined teacher human resources management at the school level and believed that teacher human resource management refers to a dynamic process in which school management subjects use modern scientific methods to manage teachers, select, train, organize and use teachers, and improve their quality. The education and teaching ability should be kept in the best matching state with the job position. we should pay attention to the motivation and induction of teachers' psychology and behavior, fully tap the potential of teachers, and promote the development of school education and teaching, to achieve the school's school-running goals.

③ This definition focuses on the research on teachers' human resources management from the perspective of school administrators. The author believes that human resources are the first resource for social development, and human resources for teachers are the key resources for educational development. They have the characteristics of subjective initiative and creativity.

The professional quality and teaching ability of teachers directly affect the school's educational efficiency and social recognition. Therefore, the allocation of human resources for teachers not only refers to the number and quality of teachers, but also the structure and professional development status, that is, the sum of the number of full-time teachers in schools and the knowledge, skills, experience, age, professional titles, and scientific research levels of teachers.

(2) Summary of Foreign Specialized Primary School Education

Search on China National Knowledge Network with the theme of "primary education abroad" can find 75 articles. Most of them are about the professional training of elementary school education in the United States. Related papers include Chen Dandan's 2018 " Experience and Enlightenment of Curriculum Setting for Primary Education Majors Abroad " and Wang Zhiqiu's 2001 "Development of Foreign Teacher Education and China's Primary Education Undergraduate Majors".

1. All countries in the world are committed to the pursuit of educational equity and strive to allow educated people to enjoy equal and high-quality teacher resources ,and have given clear instructions on how to optimize the allocation of teacher human resources. However, due to the limitation of the author's ability, the searched teachers There are few foreign related literatures on human resource allocation.

1. Research on the allocation of human resources in enterprises. The research circles in the advanced western countries have made abundant achievements in the allocation of human resources in enterprises. In the article, Hall.C.A reviews three methods of linking human resource management to the company's business strategy: matching management style or personnel activities to strategy; forecasting human resource needs in the context of certain strategic objectives or environmental conditions.As well as presenting approaches that integrate HRM into a holistic effort to match strategies and structures. It presents a typology perspective that posits the interdependence between a firm's business strategy and its human resource strategy and discusses the implications for research and practice. This strategic human resource allocation can promote the company's recruitment, selection,and other work to be carried out effectively. ①Prahalad.CK, Gary.H believe that core competence is a firm commitment to communication, participation and work across organizations. It involves many levels of people and all functions, the core competitiveness requires the joint efforts of all people around, and effectively optimizes the configuration through the configuration of the core competitiveness

3. Summary of experience in setting up curriculum for primary education majors abroad

( 1 ) Rich and varied general education courses

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With the development of a scientific society, the content of general education courses around the world is constantly being updated, especially for normal students majoring in primary education, who need to learn more about nature , art, humanities, and history. On the surface, there is no fundamental connection between social development and the profession of primary school teachers, but the personality of primary school teachers is closely related to the growth of children, which can help primary school students understand the world indirectly.

(2) Diversified teacher education courses

In the United States, although there are no clear standards for the curriculum setting of primary education majors in universities, there are also careful design of education major courses instead of traditional teaching, and the professionalism and systematisms of the courses are more prominent. In the language and literature comprehensive teaching course for primary education majors at the University of Michigan, normal students must be familiar with children's language, understand the language style of primary school students, and grasp the psychological dynamics of primary school students in a timely manner. Choose a method acceptable to primary school students for teaching.

(3) Solid and steady educational practice courses

Germany has always been in the leading position in the world in terms of practical curriculum. Normal students need to do an internship in a trainee normal school before entering a formal position. The period is generally two years. It is difficult for schools in other countries to allow normal students to have such a long period of practice. When training normal students in the UK, primary education normal students choose to spend half a day a week in primary schools for practical supplementary teaching. In addition, they need to use 12 weeks of full- time teaching practice to complete these tasks before they can graduate.⁹

4. Curriculum setting of primary education in foreign countries

Quoting Wang Zhiqiu's article here, the diversification of teacher training courses can be said to be the

The common characteristics of developed countries in the world, but each country has its own characteristics. The training of primary school teachers in the United States is generally carried out in liberal arts universities and comprehensive universities. The training courses are of 4 years in the undergraduate stage. Recently, a 5-year course and a 1-year teacher training course are offered after the completion of general majors. Professional universities increase the teacher training course standards from state to state. However, more than half of the states have basic education, professional education, teacher education and educational practice, and stipulate compulsory credits, time and specific subjects. The first 2 years of the 4-year teacher training course are basic education, and the last 2 years are professional education and vocational education. The education practice time is longer, and some even reach 1 year.

Research Method and Research Content (1) Research methods

1. Literature retrieval method, customs clearance investigation and relevant literature on the subject to find corresponding materials, analyze and classify them.

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2. Survey method, through questionnaires, interviews, and observations of the surveyed objects, to conduct a comprehensive and systematic understanding and collection of educational phenomena.

3. Case analysis method, which includes investigation and research on specific objects, including specific groups, specific individuals, and specific reasons.

(2) Research ideas and research content

Section 1: Discuss the research background, research definition, literature review, research methods and research content.

Section 2: Research scope and conceptual analysis, with the clue of one specialty and multiple abilities of junior college teachers, discussing the training mode of junior college education teacher professionals in combination with actual work, and sorting out the historical process of junior college education in new China from its birth to its end.

Section 3: As the main body of junior college primary education in Shantou, it analyzes how Shantou Vocational and Technical College trains primary school teachers with examples.

Combined with the comprehensive analysis of multiple professional directions in the elementary school education of Shantou Vocational and Technical College, this paper sorts out the current situation of the current junior college education training model from the personnel training programs of each professional direction, the teaching implementation of primary schools in Shantou City , and the allocation of teachers.

Section 4: Exploring the questions, combining with the questionnaire survey of current junior college students, interviews with teachers and education administrators, discovering, collecting, and summarizing the problems and bottlenecks encountered in the development of this major.

Section 5: Improvement strategies, 1. Strengthen government functions. 2. Formulate the connection work during the professional transformation period of colleges and universities and improve the management level.

Section 6: Summarize the research conclusions, study the shortage of junior college primary education, the future development path of primary school education, and the development direction of junior college teacher education.

Summarize

Research Conclusions on the Development of Specialized Primary School Education 1. First, what are the characteristics of junior college primary school teachers? This article follows the opinions of most educational researchers. Oriented in primary schools, with primary school curriculum education as the direction of professional training. It is positioned as a university, with higher undergraduate schools as the future training institutions for primary education majors. Starting from this positioning, the professional characteristics of "wide caliber, solid foundation, wide adaptability, strong ability, and high quality " have been formed.

2. Second, the existing training model for junior college primary school teachers is still: " comprehensive training, combination of subject (orientation) development and all-round development "

3. To adapt to the pace of teacher education reform in the new era of our country, the secondary teacher education colleges gradually canceled the teacher education major in 1999.

From then on, the level of China's normal colleges gradually moved up, the secondary normal schools gradually disappeared, and non-normal colleges entered Teacher training system. On- the-job teacher training mode shifted from academic compensation to continuing education. In 2022, to adapt to the cultivation of excellent primary school teachers in the new era, we will Technium Social Sciences Journal

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improve the professional level of primary school teaching in our country. Starting from 2023, major technical colleges across the country will stop enrolling students majoring in primary education.

majors are all recruited by higher undergraduate colleges, and the source of students will also increase with the future employment requirements of this major "Noble teacher ethics, firm educational beliefs, solid cultural background, rich knowledge structure, advanced educational ideas, skilled teaching skills, keen practice and reflection ability, independent professional development and strong innovation ability.”

4. Specialist teacher education will continue to undertake preschool education, which Is preschool teacher education related majors in the future.

Strategies for improving teacher resource allocation in specialized primary schools 1、Enhance the role of the government

( 1 ) Narrow the education gap between urban and rural areas ( 2 ) Optimize the salary structure of teachers

( 3 ) Increase the promotion of information campus construction 2. Improve the education policy according to the "city" conditions (1) Re-revised standards for teacher preparation

(2) Establish and improve the rotation system of educational institutions 3. Improve management level

( 1 ) Establish a "people-oriented" management concept ( 2 ) Improve the teacher training system

( 3 ) Improve the professional title appraisal and performance appraisal mechanism 4. Promote the professional development of teachers

( 1 ) Establish correct professional values ( 2 ) Learn diversified theoretical knowledge

( 3 ) Improve the professional ability of education and teaching References

[1] Chen Dandan · Experience and Enlightenment of Curriculum Setting for Primary Education Majors Abroad [J] Journal of Qiqihar Teachers College 2018

[2] Li Xuenong . Thoughts on Curriculum Construction for Primary and Undergraduate Primary Education Majors [J] Curriculum , Textbooks and Teaching Methods, 2001 [3] Li Tiesheng. Research on the Evolution and Logic of Teacher Education Specialization in

China [D] Shaanxi Normal University, 2019

[4] Ministry of Education Teacher Education Revitalization Plan (2018-2022) [EB/OL]http://www.moe.gov.cn/srcsite/A10/s7034/201803/t20180323_331063.html [5] Notice of the Ministry of Education on the Implementation of the Training Plan for Famous

Teachers and Principals of Primary and Secondary Schools in the New Era (2022-2025) [6] [EB/OL]http://www.moe.gov.cn/srcsite/A10/s7011/202208/t20220819_653904.html [7] Opinions of the Ministry of Education and the Ministry of Education on the Implementation

of the Excellent Teacher Training Program 2.0

[8] [EB/OL]http://www.moe.gov.cn/srcsite/A10/s7011/201810/t20181010_350998.html [9] Xie Peisong . Research and Construction of the Curriculum Plan for Primary School

Teacher Education in this Specialty [J] Curriculum·Textbook·Teaching Method 2004 Technium Social Sciences Journal