Problems and Optimization Path of Training for New Teachers in Vocational Undergraduate Education from the Perspective of Embodied Cognition

Abstract

As the signifier of vocational training, vocational undergraduate breeding deport the core mission of educate high-level and skilled endowment, and the teaching competence and professional morality of novice teachers directly ascertain the educational character of vocational programme. To the traditional "theory indoctrination + skill presentation" model, thereby this suffers from issues such as training objectives detached from learn practice. Content lack vocational education characteristics. Training models neglecting forcible and mental experience, breeding for novitiate teacher still cleave and evaluation focused on termination-oriented feeler. These restriction stymie the thick sweetening of teachers' capableness. Embodied cognition theory thereby stress that knowledge originates from experience, scholarship is embedded in specific circumstance. And competence are render through interaction, hence tender a new position for reform novice teacher training in instruction; found on the core rationale of embodied cognition theory, this composition systematically examines subsist problem in novice teacher training for vocational undergraduate teaching. It nominate optimization pathways from four dimensions: training objectives, content, models. And rating. The finding provide references and pragmatic brainwave for institute a novice teacher training system with the development of undergraduate education.