专业认证视域下师范生教育实践体系优化和质量提升——以集宁师范学院生物科学专业为例

Optimizing the Educational Practice System and Enhancing Quality for Preservice Teachers in the Context of Professional Accreditation—Taking the Biological Sciences Program at Jining Normal University as an Example

摘要: 教育实践作为师范生培养的关键环节，其体系构建与质量提升成为教师教育改革的核心议题。本文以集宁师范学院生物科学专业为例，分析了当前教育实践体系存在的问题，以OBE理念、教师专业发展理论为理论支撑，构建了“三习贯通、四年融通、以赛促学、层层递进”的教育实践体系。运用前后测对比、问卷调查、访谈等研究方法完成一轮实践检验。研究表明，该模式能够螺旋式提升师范生教学设计、课堂教学、班级管理与教育研习综合能力，旨在为同类地方师范院校师范生教育实践改革提供实践参考。

Abstract: As a critical component of teacher education, the development of an educational practice system and the enhancement of its quality have become central issues in teacher education reform. Taking the Biological Sciences program at Jining Normal University as a case study, this paper analyzes the current shortcomings in the educational practice system. Drawing on the Outcome-Based Education (OBE) philosophy and theories of teacher professional development, the authors construct an educational practice system characterized by “integration of the three practices, four-year coherence, competition-driven learning, and progressive advancement.” A round of practical testing was conducted using research methods such as pre- and post-tests, questionnaires, and interviews. The study indicates that this model can spirally enhance pre-service teachers, comprehensive abilities in instructional design, classroom teaching, class management, and educational research. It aims to provide practical guidance for educational practice reforms for pre-service teachers at similar local teacher training institutions.