Innovation-Driven Implementation Mechanism for Cultivating Normal-University Students' Interdisciplinary Teaching Competence
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i5.4595
Abstract
Interdisciplinary teaching competence is crucial for normal-university students to become outstanding teachers. Currently, its development is hindered by conceptual bias, insufficient guidance, disorganized teaching processes, and an inadequate evaluation system. An innovation-driven mechanism should establish a multi-disciplinary collaborative talent-training model, strengthen institutional support, adopt a student-centered teacher-education concept, reform teaching organization, build a student-centered, multi-subject collaborative education system, develop a curriculum-based training framework, overhaul the evaluation system, and improve the overall implementation environment.
Keywords
interdisciplinary teaching competence, normal-university student cultivation, multi-subject collaborative education, student-centered teaching reform
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[3] Jing, X. G., & Shao, J. (2022). On the cultivation direction of normal-university students' professional competence in the new era. Journal of Shangqiu Normal University, 38(5), 93–97.
[4] Li, G. N. (2020). Reform and development of interdisciplinary undergraduate talent training at Tsukuba University [Master's thesis, Hebei University]. https://doi.org/10.27103/d.cnki.ghebu.2020.000023
[5] Luan, Y. A., & Jiang, Y. L. (2020). An analysis of the multi-dimensional interactive path for developing normal-university students' teaching ability. Journal of Mudanjiang College of Education, (215), 52–55.
[6] Peng, W. Q. (2020). The value and implementation of interdisciplinary teaching. Chemistry Teaching & Learning in Middle School, (525), 5–8.
[7] Sajidan, S., et al. (2022). Application of science integrated learning in practicum assessments to improve science student teachers' creative thinking. International Journal of Instruction, 15(1), 1–16.
[8] Zheng, S. M. (2019). A comparative study of interdisciplinary talent-training models in world-class universities and its implications. Educational Research, 40(5), 113–122.
[9] Zhong, B. C. (2021). Research on cultivating innovation ability through interdisciplinary education. China Teacher, (339), 6–11.
[10] Zhou, H., Xue, W. J., Ye, Y., et al. (2021). Practice and exploration of demand-oriented interdisciplinary training for publicly-funded normal-university students. Teacher, (457), 81–82.
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