Study on the Influence of the Second Classroom on Students' Willingness to Teach in Normal Colleges

Abstract

In recent years, the relevant policy documents on teacher education issued by the Ministry of Education and other departments have put forward systematic and comprehensive requirements for the training of pre-service teachers, and the stability of teachers is determined by the willingness of pre-service teachers to teach. Normal colleges undertake the important task of training pre-service teachers. As an important part of teachers' education in normal colleges, the second classroom plays an important role in improving students' teaching skills and increasing generative teaching experience. Aiming at the problems such as the poor willingness to teach of some normal college students, this paper explores the influence of the second classroom on the willingness to teach of normal college students through empirical research. The results show that: (1) The second classroom of teacher literacy and the participation in the second classroom have a positive impact on the teaching intention of the students in normal colleges, especially the participation in the second classroom of teacher literacy has a significant impact on the teaching intention of the students; (2) In the whole model, the second classroom of ideology and practice has a negative impact on students' willingness to teach, while the second classroom of literacy has a positive and significant impact. In the future, normal colleges and universities should make efforts in four aspects, including strengthening the construction of the second classroom, expanding the publicity of relevant policies, strengthening the education of teachers' professional beliefs among normal students, and giving full play to the guiding role of families.