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In order to improve the training effectiveness of normal students, Xiangnan University actively explored the “double tutor” mode of joint training of normal students by college teachers and primary and secondary school teachers, providing joint guidance for normal students in educational probation, educational practice and other processes. In order to understand the current situation of normal students’ educational practice under the “double tutor” mode, an investigation was carried out through questionnaires and interviews. The results showed that normal students generally benefited a lot from the “double tutor” guidance mode. At the same time, there were also problems such as insufficient preparation for educational practice and the narrowness of guidance content. Considering the training of normal students in the future, it was necessary to further clarify the responsibility of double tutors, pay attention to the cultivation of students’ professional and practical skills, and promote the further reform and innovation of normal education in colleges.

Purpose: to discuss about the self-directed learning readiness of backbone teachers in primary and middle schools, and its relationship with their learning effectiveness. Methods: “scales for teachers’ self-directed learning readiness” and “questionnaires about teachers’ in-service training effects” were conducted on 592 primary and middle school backbone teachers who were receiving National Teacher Training Program. Results: The self-directed learning readiness of primary and middle school backbone teachers is commonly high; the readiness differs in different genders, teaching ages, and between rural and urban areas; there is significant positive correlation between the teachers’ self-directed learning readiness and their learning effectiveness. Enlightenment: Supportive system for self-directed learning should be created, to encourage and lead backbone teachers in primary and middle schools to achieve self-directed learning with high efficiency.

Normal colleges aim to cultivate some general teachers, which weakens the teaching of "Contemporary Chinese Language". As a result, students are lack of learning incentive, so the teaching effect is unsatisfactory. Aiming at existing problems, the author explores new methods and forms following referential strategies: adjusting teaching goals, catering to professional needs; enriching teaching tools, corresponding with characteristics of the times; optimizing teaching methods, enhancing students' interest; selecting teaching contents, highlighting the key contents of courses; improving evaluation models, motivating the learning vitality.