The Current Situation and Optimization Path of Teacher Education Discipline Construction in Normal Universities Based on Resource Dependence Theory

在当前国家战略下，教师教育是高等教育关注的热点。地方师范院校作为主要的教师培养基地，其教师教育学科的建设质量直接关系到区域教育水平。然而，这些院校在学科建设的各个方面均面临资源匹配与管理的挑战。本研究基于资源依赖理论，分析地方师范院校教师教育学科建设现状。研究发现，主要问题包括政策与资源不匹配、师资和生源引入困难、硬件与软件资源配置不足，以及学科评估体系的建立与实施效果不佳。据此，本研究提出几项策略：加强政府合作以确保资源对接；优化资源配置，增强师资与硬件建设；提高资源利用的灵活性，减少学术与实践矛盾；完善评估机制，加强学科建设反馈。这些策略的实施有望有效提升教师教育学科建设，促进区域教育质量的提高。In the current national strategic context, teacher education is a focal point of higher education. Local normal universities, as the primary bases for teacher training, directly influence regional educational standards through the quality of their educational disciplines. However, these institutions face challenges in resource allocation and management in all aspects of discipline construction. This study, based on resource dependency theory, analyzes the current state of teacher education discipline construction at local normal universities. It identifies major issues including mismatches between policies and resources, difficulties in attracting qualified teachers and students, insufficient allocation of hardware and software resources, and poor establishment and implementation of evaluation systems. Based on these findings, the study proposes several strategies: strengthen government cooperation to ensure resource integration; optimize resource allocation to enhance faculty and hardware construction; increase the flexibility of resource use to reduce conflicts between academics and practice; and improve evaluation mechanisms to strengthen feedback in discipline construction. The implementation of these strategies is expected to effectively enhance the construction of teacher education disciplines and promote the improvement of regional educational quality.