教师培训视频英语作文范文

My favorite teatherMy favorite teacher is Mrs Luo.She is a math teacher.She is very good in math.She has long hair and big eyes.She has middle height.In class,she tries her best to teach us how to learn the math.She always says"It's my duty to teach you".She is very friengly.She is very patient with all the students.When we have problems,she is sure to help us.She is often with a smile.She is just likes our friends.Athough when we make mistakes,she will be angry,she doern't comment us all along.This is my favorite teacher.What about you?我最喜欢的老师我最喜欢的老师是罗夫人。她是一位数学老师，她非常擅长数学。她有长长的头发和大大的眼睛。她中等个子。在课堂上，她尽力教我们如何学好数学。她总是说“教你们是我的责任。她是很友好。她所有的学生都很有耐心，我们有问题的时候，她一定会帮助我们的。她经常带着微笑。她就像我们的朋友。但当我们犯错时，她会生气的，她不评论我们吗。这是我最喜欢的老师，你呢？

一堂有趣的课英语作文1 　　Miss Tong, our English teacher, often teaches us in an unusual way, and makes her classes lively and interesting. 　　Once she taught us an American folk song. Its name is Jingle Bells. First she wrote the words of the song on the blackboard. Then she explained every sentence in simple English. After that she sang the song in a sweet voice. 　　We all liked the song and followed her in singing it several times. After we had learned to sing the whole song, Miss Tong asked us to discuss in English what made us happy. We each said what we thought it was: a beautiful flower, an interesting novel, a meaningful job, a moving poem, an exciting trip, and so on. The discussion was so lively that no one kept silent. It helped to improve our spoken English. 　　When we understood the meaning of the song very well, we sang it again and again:“Dashing through the snow, in a one horse open sleigh….”None of us felt bored or tired, and all of us learned something from the song and the discussion. It was really an interesting class. 一堂有趣的课英语作文2 　　今天，谢老师告诉我们一件激动人心的事情。“下节课，我们将跨越太平洋，让一个身在美国的外国老师给我们上课哦！大家还可以问老师一些问题，请他回答哦！”同学们欢呼雀跃，我也充满期待。 　　第二天终于盼来了英语课，谢老师走了进来。她一阵操作，只见电脑屏幕上出现了一个外国人。他长着一头褐发，棕色眼睛，白色皮肤，还挺帅的。我们好奇地注视着他。开始上课了。那个外国老师笑盈盈地说：“hello，boysandgirls！mynameismark！howareyou？”我们异口同声地回答：“wearefine！thankyou！”mark开心地说：“ok！that’sgo！” 　　这节课学的是圣诞节的内容。mark先问我们喜不喜欢圣诞节，又问我们喜不喜欢礼物，“yes！”我们大声回答。mark用调皮的眼神扫了一眼大家，说了一串我们听不懂的英语，我们大眼瞪小眼，懵了……谢老师及时解围：“同学们，我们先看一个视频，了解一下sally，kate和ben喜欢什么圣诞礼物吧！”这个视频很短，十分容易。我一下子就懂了。后面，mark提的问题我也明白。我高高地举起了手，没想到，mark真的请了我回答。他问我叫什么名字，我回答：“mynameisbella！”老师竖起大拇指夸奖了我。 　　到提问环节了。我拿出早已准备好的问题一直高举着手。同学们问的问题五花八门：你几岁？你爱吃什么？住在哪儿？……mark都耐心一一解答。 　　下课了，我们恋恋不舍地和mark拜拜。回家时，我和妈妈讲述了这段经历。她说：“以前，我们学英语叫哑巴英语，为了记住读音，我们还用中文来音译。哪像你们，可以直接和老外对话，真是太幸福了！” 　　是呀，随着科技进步，我们这一代人享受到更高端的科技成果！我相信，将来，科技进步会为我们创造更美好的生活。 一堂有趣的课英语作文3 　　今天，我上了一堂有趣的英语课。它是怎么个有趣法呢？别急，听我慢慢道来。 　　其实呀，是这么一回事儿，上课的时候，英语老师拿着英语卡片让同学们念，说谁念对发给谁。老师请了高文天，可小高念对了，老师也不给他卡片。小高急了，脱口而出：“我出高价买下来！”英语老师说：“出高价我也不卖！”小高再三请求，老师终于心软了，免费送给了他。接下来刘奔同学也得到了卡片...... 卡片念完后，老师该收卡片了，刚要收刘奔的，高文天冷不防大吼一声：“不要上交！”这一声巨响，震惊了全班人！我在旁边添油加醋：“小高，看你平时挺斯文的，什么时候学会暴力抗议了？”我这么一说，引得全班同学哄堂大笑...... 刘奔的卡片还是乖乖的上交了。该收高文天的了，小高连连摆手：“不要呀！不要呀！”我趁机煽风点火道：“我说小高呀小高，果汁喝完了（卡片上的英语是一杯果汁），你还不还，这就不对了吧。非得让老师求你不成？”小高被我这么一说，心里也不知道怎么想的，大概是有点恼羞成怒，一下子把卡片扔进了垃圾筒里了。英语老师立刻板起了脸：“快给我拾去！”小高头摇得象拨浪鼓似的。老师连请了三四次，小高才肯出马。拾来了以后，他还是不肯交。于是老师就说：“给我念单词，念对了才能给你。”高文天开始念了，一遍又一遍，一句又一句，可是这么多都白念了——他全念错了。英语老师让我来修改病句。我一个箭步上前，把小高手中的卡片夺了过来，向他扮着鬼脸说：“哥们，你喝果汁的钱，我一个人全包了！”小高皱着眉头央求道：“兄弟，还是让我来吧！”我紧盯着小高的眼睛说：“哈！你兄弟我仁义、讲义气，你的钱我还是不收了！”说完，就一口气领读了三四遍...... 　　哈哈！这一节好好的英语课，就好象变成了笑话课。可是我相信，这一“闹”，课上学的知识，大家一定会记忆更深刻，掌握得更牢固。我真庆幸能遇到这么好的老师，让我们在快乐中、在欢声笑语中轻松学到了知识！ 一堂有趣的课英语作文4 　　有一次，我有一节兴趣班——英语课。下午，我和妈妈就来到朝晖上英语课。 　　我们班上有一个叫杰恩的调皮小男孩，还有一个来自外国的艾伦男老师。我们来得比较早，杰恩还没有来。这时，喜欢和杰恩一起玩的艾伦外国老师就来到我们班，来找杰恩玩了，他问：“where is Jay?”我们告诉他，杰恩还没有来，他有些生气，嫌杰恩来得太晚。这时，杰恩刚好走进门，艾伦就转过身，把杰恩按在地上。气得杰恩大叫：“Alanis a moke! Alanis a moke!”艾伦也生气了，把杰恩的鞋子脱下来，拿走了。引得我们哈哈大笑。 　　杰恩又害怕又害羞，就站起来，单脚跳着回了教室。他一进教室，就一屁股坐到椅子上，说：“累死我了，站都站不起来了！”我们又一次笑了。 　　玩了一会儿，一位外国女老师来了，她叫杰丝克，今天是她给我们上课。可是杰恩的左脚连鞋子都没了，怎么上课呀？于是，杰丝克就去找艾伦，让他把鞋子给杰恩，艾伦还是不高兴，说：“NO！”因为马上要上课了，杰丝克只好回教室了。 　　不一会儿，我们远远地见艾伦来了，杰恩可高兴了，以为艾伦肯定来还鞋子了，就单脚站了起来。可艾伦竟然没有带鞋子过来，而是把杰恩按在地上，抓他的肚子，弄得他苦笑不得。艾伦好不容易走了，杰恩的袜子又不见了。杰恩跳着把门给关了。关门时，艾伦正在偷偷地瞄准、射击。“吧嗒”一声，鞋子从天而降，跑到杰恩的头上来了，袜子就已经被塞在鞋子里物归原主了。原来，艾伦是爬在教室高高的气窗上扔下来的。我们笑翻了天，就连杰恩自己也抓抓头，不好意思地笑了。 　　告诉你一个小秘密，从那天起，杰恩再也没有吃到过，而且都是在艾伦还没看到自己的时候悄悄地躲到教室里，把门也锁上的，开始害怕艾伦了。 一堂有趣的课英语作文5 　　今天是我成为初中生后的第一节英语课。本来我就很不喜欢英语，很讨厌上英语课，加上英语成绩很差经常被老师数落，所以我也就越来越讨厌英语，感觉上英语课很枯燥，讨厌那些要我死记硬背的单词。那些英语单词我听起来如同昆虫的嗡嗡声一般，让人烦躁。老师还没有来时我的心里就非常紧张了。 　　就在这时，一位坐在窗户跟前给我们把风的同学突然喊了声“老师来了”。话音刚落，老师的脚就踏进了教室的门槛。在老师踏进教室门的那一瞬间，我们好像感觉到了一股杀气扑面而来。这时我偷眼看了一下窗外，天空好像也阴沉了下来。紧接着教师里马上变的鸦雀无声。我的心害怕极了，感觉站在我面前的不是老师而是凶神恶煞一般的恶魔。 　　教室里其他的`同学也好像和我一样很害怕，这时只见老师用“恶狼”一样的眼神环视了一遍教室里的各个角落。然而，环视完之后老师却面带微笑地对我们说“大家好，我是你们的英语老师焦老师。”然后又像开玩笑似地说：“你们暑假歇了两个月了，脑子是不是生锈了？先让你们活动活动脑筋吧。”她的一句话说的我们班学生都很惊讶，同时，紧张的气氛也缓解了，大家都高兴地笑了起来。我也非常高兴，原来我们的老师不是凶神恶煞而是像朋友一样让我们感到亲切、感到轻松。 　　随后，老师就带领我们开始“活动头脑”做游戏，当然是和学习有关的游戏了。她在英语课上要我们说出不是三的倍数的数，要我们挨着都说，并且她还让我们每个学生说两个英文字母，就像接龙游戏一样让我们一个接一个的往后说，念到了后面，教室里只留下了一两个学生了，其他的都被淘汰了下来。不知不觉中，一节课过去了，而我们还没上课就下课了，意犹未尽。在这种快乐的学习环境下，我喜欢上了英语课，也学到了很多的知识。 　　这节课以后我们都非常的喜欢这位像朋友一样的英语老师。 一堂有趣的课英语作文6 　　有一次，是我一节兴趣培训班——英语课程。中午，我与就赶到朝晖上英语课。 　　大家班里有一个叫杰恩的顽皮男孩儿，还有一个来源于国外的艾伦男。大家来的较为早，杰恩都还没来。这时候，喜爱和杰恩一起玩的艾伦国外就赶到我们班，来找杰恩玩了，他问：“where is Jay”大家对他说，杰恩都还没来，他有一些发火，嫌杰恩来的很晚。这时候，杰恩恰好走入门，艾伦就回过头来，把杰恩按在地面上。急得杰恩大喊：“Alanis a moke! Alanis a moke!”艾伦也生气了，把杰恩的鞋子脱掉，取走了。引来大家开怀大笑。 　　杰恩又担心又羞涩，就站立起来，单足跳着回了课室。他一进课室，就一臀部坐到桌椅上，说：“累死我了，站都站不住了！”大家又一次笑了。 　　玩了一会儿，一位外国女老师来了，她叫杰丝克，今天她让我们授课。但是杰恩的左腿连鞋子都没有了，怎么上课呀？因此，杰丝克就要找艾伦，使他把鞋子给杰恩，艾伦还是不开心，说：“NO！”由于立刻要上课的时候，杰丝克只能回课室了。 　　不一会儿，大家远远见艾伦来啦，杰恩可开心了，认为艾伦毫无疑问来还鞋子了，就单足站了起来。可艾伦居然没有带鞋子回来，只是把杰恩按在地面上，抓他的腹部，弄得他强颜欢笑不可。艾伦总算离开了，杰恩的棉袜又不见了。杰恩跳着把手给关掉。闭店时，艾伦已经悄悄地看准、枪击。“吧嗒”一声，鞋子天降，跑到杰恩的头顶来啦，棉袜就早已被塞在鞋子里失而复得了。原先，艾伦是爬在教室高高地气窗户扔下来的。大家笑翻了天，就连杰恩自身也抓抓头，过意不去地笑了。 　　对你说一个秘密，从那一天起，杰恩再也不会吃到过，并且全是在艾伦还没有见到自身的情况下悄悄地躲进班里，把手也锁住的，逐渐担心艾伦了。 一堂有趣的课英语作文7 　　今天下午，从我们班传出一阵笑声。这是怎么回事呢？我带你去看一看…… 　　“叮呤呤……”上课铃响了，我回到座位上静息，等待着英语老师的到来。一会儿，只见一位春风满面，年纪轻轻的老师走进我们的教室。你可能会问：“她是谁呀？”他就是我们班的江老师（英语老师）。羡慕极了吧！ 　　江老师的教学方式很特别，我们每节课都是在欢声笑语中学习知识的。她创作的游戏比孙悟空的脸换得还勤，每个游戏都是那么有趣。不知道今天又有什么游戏呢？ 　　“同学们，今天我们来玩一个‘警察捉小偷’的游戏好吗？”“好”同学们都议论纷纷，互相猜疑着。游戏规则是这样的：老师教会我们读几个单词，然后写在黑板上。由一个同学当警察，让警察闭上眼睛，再选一个不同组的同学当小偷。让其他同学读20遍单词，这些时间让警察去找小偷。当靠进小偷，读声小一点；当离小偷很远，读声大一些。找到小偷加分，没找到扣分。老师选了我当警察，黄郑雄当小偷，游戏开始。 　　“teddybear玩具熊……”同学们一遍又一遍地读着，我的目光横视八方，寻找可疑的同学。我在寻找的时候，有的同学竟把“玩具熊”念成“黄郑雄”。魏阳杰赶紧捂住了嘴。全班同学哈哈大笑，连老师也忍不住露出了笑容。我回头看了一下黄郑雄，只见他两手缩在抽屉里，眼睛又东张西望的，十分可疑。只剩下五遍了，我健步如飞地接近黄郑雄。我偷笑了一下，因为我判断黄郑雄一定是“小偷”，可是当我到了 　　他身旁的时候，同学们的朗读声依旧是那么大。难道是我判断错误，可惜已经来不及了，20遍读完了。当老师宣布答案的时候我真的惊呆了。小偷竟然是“黄郑雄”，怎么可能呢？在一旁的同学说：“其他组的同学都很狡猾，为了让别组不加分。就算到了“小偷”身旁朗读声依旧那么大”。我瞄了一下黄郑雄，他在偷笑着呢？“原来如此”我不服也得服。受了同学的影响，我到目前为之还是把“玩具熊”读成“黄郑雄”。 　　“丁零零……”下课铃打断了大家的笑声，我们都觉得这节课真短。

Teacher education is the discipline or professional, teacher education standards or criteria for the special needs of the general standard of teacher education curriculum should be designed for stage or for life, we must focus on training teachers or teachers in specialized subjects of specialization? Teachers in the education reform process, Both the theory and practice, there are still many problems look forward to the scholars to study and reflection. The article in the following point of view, perhaps give us some inspiration. To deepen the reform of teachers, foster the realization of a high-quality, high-level strategic objectives of the teaching profession, teachers need to reform the system, the theoretical system, the training model, management systems and services, and many other more in-depth study And practice. These problems affect a large extent, restricts teachers and the deepening of reform and personnel training strategy goals. Among these, and some need to rely on the Government to solve the problem, for example, how to create a modern education system, teachers, teacher education, professional clear to the general standards and specific standards for the teaching profession to ensure that the quality and level; how to further strengthen the government's clear and constant, schools And teachers in training, training in the responsibility and power, so that the system of qualified teachers and teacher training, training combine to better promote the development of teachers and so on. At present, combined with the status quo of teacher education and basic education reform and development of specific conditions, the developed countries learn from the successful experience of teacher education, I believe that the current focus should be concerned about is: Education should be the subject of an independent At present, the Normal University on the theory of teacher education system is relatively weak research, theoretical innovation and development of teacher education reform can not form a strong support. Theoretical innovation system should be teacher-disciplinary education for the construction of the main carrier. Teacher education and education are two different disciplines in the field. Teacher Education as a separate subject areas, rather than the general rules of research and education issues and to build a general theory of education, teacher training and research, but the growth of special laws, and this object, to establish their own research paradigm, to form their own The concept of the system. Then, on the practice guidance teachers, education, evaluation, prediction and transformation, the promotion of teacher education to enhance the level of practice. As a result, teacher education should be the subject of a disciplinary education is also associated with the difference between an independent discipline. If you do not distinguish between this concept and not to teacher education as an independent in the field of view, it will be difficult to break through the old mindset, it will be difficult to achieve the theoretical system of innovation in teacher education. Education should be committed to direct the building of discipline for teachers and teacher education practice, to answer transition mechanism in Education, teachers training mode reconstruction, specialized teacher education courses, such as reconstruction of the reality of the theoretical and practical issues, to form an innovative, forward-looking The theory of teacher education system, support and guide the practice of teacher education. Education standards to be refined Research to develop professional standards for general and special standards for building rich with Chinese characteristics and primary and secondary school teachers in early childhood education standards and quality standards for teacher education, teacher education is to achieve a comprehensive innovation system, an important guarantee for the current teacher education to professional development One of the bottleneck. Development of the Ministry of Education is organizing the "professional standards" and "teacher qualification standards for educational institutions", "teacher education curriculum standards" and "the quality of teacher education standards," will be built national standards for teacher education system, the basic framework for developing a more comprehensive Teacher education and access to quality control mechanism for Teacher Education. But it should be noted that the western and eastern China, with the mountain city of the gap between the very different types of education, the teachers of specialized subjects vary, kindergarten, primary, secondary specialized teachers have a lot of difference. As a result, in promoting the professionalism of teachers, not only concerned about the professionalism of the teaching profession's national standards, but also take full account of teachers in the education level, specifications and differences in form, as well as the professionalism of the special nature of individual teachers, or teachers The personality differences. This requires organization of education in colleges and universities under the framework of the basic national standards, proceeding from reality and to develop and implement national standards for the implementation of programs, rules and measures to make it more practical significance of the school to form its own advantages and characteristics of the development. Teachers need to build a life-long education system Teacher education reform and innovation is the core of the curriculum reform of the system. Modern teacher education curriculum to build a new theory with practice, so that teachers have advanced the idea of education and quality education to adapt to the requirements of the comprehensive ability; to carry out an in-depth study of professional teachers and professional cooperation between the practice of scientific disciplines to address Vocational Education and Teacher Education; building cover general education, teacher education and professional disciplines professional education and knowledge of the structure of capacity; give full consideration to the professional development of teachers and the continuity of the stage, the scientific design and build pre-service training, recruitment Education and job training interface between the three life-long learning for teachers and curriculum development, teacher education to promote a comprehensive, scientific, sustainable development. This is the teacher education reform and development of key and difficult, but also teachers continue to deepen reform, a comprehensive innovation system, the core content. Teachers can further improve the quality of education Education trends in integrated and specialized macro background, academic and professional education of teachers of Vocational Education separation, teachers, education reform has become a mainstream trend. Teacher Education what kind of training model, which is currently involved in teacher education institutions to face and answer. In accordance with normal university teacher education and professional requirements from the higher level design, upgrade-related disciplines and professional, educational level and to enhance overall strength. In the realization of specialized teachers, subject to achieve professional and specialized education for teachers and lay a sound foundation. Increase the discipline of education reform efforts, improve teacher education system, strengthening and reform of the education aspects of the practice, to achieve academic standards and improve the education level of synchronization. In recent years, I tried according to an academic school (or professional categories) students, and in accordance with "thick foundation, Kuankou Jing, fine professional, strong capacity," the general requirements, "according to the type of students, school-way section, the direction of diversion ", The formation of disciplines and professional education of teachers of Vocational Education of the separation of" 3 +1 "training model (teacher professional education about credit accounts for 25% of the total school-or 1 / 4). Its outstanding feature is that according to the pre-largest category of culture, science-way section design, or professional expertise in a timely manner in accordance with the direction of diversion. Structures through the "general education subjects + + Professional Education Teacher Education," "+ platform module" structure of the curriculum, teacher education, personnel training to promote a comprehensive, professional and personal development. "3 +1" the basic framework of the training model, taking into primary and secondary school teachers and child care training differences in the specific goal of training and training on the model and different. Secondary school teachers training in the implementation of "academic education and professional education in the teaching profession separation," the basic framework of the training model, the prominent liberal arts education and professional education in organic integration, stressed the humanistic quality and cultural background characteristics of the culture; science science literacy And the humanistic quality of the organic integration, stressed the overall quality, hands-on and practical ability. Primary school teacher training and child care to highlight the University of basic education, culture, education and the teaching profession organic combination of a moderate strengthening of primary and early childhood education major subject knowledge and teaching ability so that students and the humanities formation of a good quality of science and technology, have carried out the characteristics of education for children Teaching background knowledge and ability to create general-primary and kindergarten teachers. Education to combination of the actual basic education The promotion of primary and secondary schools and universities, this is the education of teachers in today's international development trend. At present, China's teacher education a prominent problem is that from the basic education curriculum reform in primary and secondary schools in particular, the real, it is difficult for teachers in-depth reform of this important cause. From the reform of basic education teachers training model can not meet the requirements of the development of education. Even if the subject has the advantage of universities, primary and secondary schools do not know if the reforms could not do the training of teachers especially in the new curriculum of teacher training. As a result, teacher education must adhere to basic education for the direction of the service, and work closely with primary and secondary schools, primary and secondary education and teaching practice closely. Otherwise, teacher education has become a source of water without wood, not innovation, strengthen and develop.教师教育是学科还是专业，教师教育标准需要一般标准还是特殊标准，教师教育课程体系应设计为阶段性还是终身性，教师培养是注重教师专业化还是学科专业化?在教师教育改革的进程中，无论是理论上还是实践中，仍有许多问题期待着学者们去研究和思考。下面这篇文章中的观点，或许能给我们一些启示。 为深化教师教育改革，实现培养一支高素质、高水平的教师队伍的战略目标，教师教育改革需要在体制、理论体系、培养模式、管理机制与服务体系建设等多方面进行更为深入的研究与实践。这些问题在很大程度上影响和制约着教师教育改革的深化和人才培养战略目标的实现。 这其中，有的问题需要依靠政府解决，比如，如何建立一套现代教师教育制度，明确教师教育专业的一般标准与特殊标准，确保教师队伍的质量和水平；如何进一步明确和不断增强政府、学校和教师在培养、培训中的责任和动力，使教师资格制度与教师的培养、培训有机结合起来，更好地促进教师的发展等。 结合目前国内教师教育的现状和基础教育改革与发展的具体实际，借鉴发达国家教师教育的成功经验，笔者认为，当前应当着重关注的问题是： 教师教育应成为独立的学科 目前，高等师范院校关于教师教育理论体系的研究相对薄弱，理论创新对教师教育改革与发展尚不能形成有力支撑。理论体系创新应当以教师教育学科建设为主要载体。教师教育与教育学科是两个不同的领域。教师教育学科作为一个独立的领域，不是研究教育的一般规律和问题，构建教育的一般理论，而是研究教师培养与成长的特殊规律，并以此为对象，建立自己的研究范式，形成自身的概念体系。然后，对教师教育实践进行指导、评价、预测和改造，促进教师教育实践水平的提升。 因此，教师教育学科应当成为一个与教育学科既相关联又相区别的独立学科。如果不区分这样的概念，不把教师教育作为独立的领域来看待，就难以突破原有的思维定式，也难以实现教师教育理论体系创新。 教师教育学科建设应致力于直接为教师及教师教育实践服务，回答教师教育机制转型、教师人才培养模式重构、教师教育专业化课程重建等现实的理论与实践问题，形成具有创新性、前瞻性的教师教育理论体系，支撑并指导教师教育实践。 教师教育标准体系有待细化 研究制定教师专业的一般标准与特殊标准，建设富有中国特色的中小学和幼儿教师教育课程标准和教师教育质量标准，是实现教师教育全面系统创新的重要保证，也是当前教师教育向专业化发展的瓶颈之一。教育部正在组织研制的《教师专业标准》、《教师教育机构资质标准》、《教师教育课程标准》、《教师教育质量标准》，将构建起国家教师教育标准体系的基本框架，形成比较完善的教师教育准入制度和教师教育质量监控机制。 但也应当看到，我国西部与东部、城市与山区之间的差距很大，不同类型教育、各学科教师的专业化不尽相同，幼儿园、小学、中学教师的专业化也有很大的区别。因此，在教师专业化推进的过程中，不仅要关注教师职业专业化的国家标准，还要充分考虑教师教育在层次、规格及形式上存在的差异，以及教师个体专业化的特殊性，即教师的个性差异。这就需要举办教师教育的高等学校在国家标准基本框架之下，从实际出发，制定贯彻国家标准的实施方案、细则和措施，使其更具有实践意义，形成学校自身发展的优势和特色。 教师教育需构建终身体系 教师教育改革创新的核心是课程体系改革。用现代教师教育的内容构建新的课程体系，从理论和实践的结合上，使教师具有先进的教育理念和适应素质教育要求的综合能力；深入进行教师专业学习与专业合作的实践，科学处理学科专业教育与教师专业教育的关系；建构涵盖通识教育、学科专业教育和教师专业教育的知识与能力结构；充分考虑教师专业发展的连续性和阶段性，科学设计并建立职前培养、入职教育和在职培训三者相互衔接的教师终身学习和发展的课程体系，促进教师教育全面、科学、可持续发展。这是教师教育改革与发展的重点和难点，也是教师教育改革继续深化、实现全面系统创新的核心内容。 教师教育质量可进一步提升 在教师教育趋向综合化、专业化的宏观背景下，学科专业教育与教师专业教育分离，已经成为教师教育改革的主流趋势。教师教育采用什么样的培养模式，这是目前参与教师教育的院校首先要面对和回答的问题。师范院校要根据教师教育专业化的要求，从更高层次上设计、提升相关的学科与专业，提升办学水平和综合实力。在实现教师专业化的同时，实现学科专业化，为教师教育专业化打下良好基础。 加大教育学科改造力度，不断完善教师专业教育课程体系，加强和改革教育实践环节，实现学术水平和教育水平的同步提升。近年来，我校尝试按一级学科（或专业大类）招生，并按照“厚基础、宽口径、精专业、强能力”的总体要求，实行“按类招生、学程分段、方向分流”，形成学科专业教育与教师专业教育分离的“3+1”培养模式（教师专业教育约占总学分的25%或占总学程的1/4）。 其突出特点是，前期按大类培养，学程分段设计，适时按专业或专业方向分流。通过搭建“通识教育+学科专业教育+教师专业教育”的“平台+模块”课程结构，促进教师教育人才培养向综合化、专业化、个性化发展。在“3+1”培养模式的基本框架下，考虑中小学及幼儿教师培养的差异，在具体培养目标和培养模式上又有所不同。中学教师培养在实行“学科专业教育与教师专业教育相分离”基本培养模式的框架下，文科突出通识教育与专业教育的有机融合，强调人文素养和文化大背景的特色培养；理科突出科学素养和人文素养的有机融合，强调综合素质、动手能力和实践能力的培养。小学及幼儿教师培养突出大学文化基础教育和教师专业教育的有机结合，适度加强小学及幼儿教育主科相关知识和能力的教学，使学生形成良好的人文和科技素养，具备开展适合儿童特点的教育教学活动的知识背景和能力，造就全科型小学及幼儿教师。 教师教育要结合基础教育实际 促进大学与中小学的结合，这是当今国际教师教育发展的重要趋势。而目前我国教师教育一个突出的问题是，脱离基础教育特别是中小学课程改革的实际，这是目前教师教育改革难以深入下去的重要原因。脱离基础教育改革的教师培养模式不能适应教育发展要求。即使具有学科优势的大学，如果不了解中小学改革，也难以胜任培养教师尤其是培养新课程师资的任务。因此，教师教育一定要坚持为基础教育服务的方向，与中小学校密切合作，与中小学教育教学实践密切结合。否则，教师教育就成为无源之水、无本之木，得不到创新、加强和发展。