A Psychological Reflection on Teachers' Education LIN Hai-liang¹, CHEN Li-xuan²

In present teachers' education, there exist some phenomena that are not in accordance with the psychological rules of teachers' education major. This has prevented the major's development of both teachers in service and normal university students. The arbitrary educational practice and the disjointed training from such practice have violated the rules mentioned above. In addition, the curriculum's lack of psychological logic meaning has hindered the learners' meaningful study, hence become the violation of psychological rules teachers' major study. The weakness in teachers' skill cognition and the separation of teachers' skill training from such cognition are against the psychological rules of development of teachers' specialty. Further, the experience of meaningless learning and the negative cognition and behaviors have become barriers of teachers' professional emotions.