A Study On The Strategies Of Primary School English Teachers' Curriculum Knowledge Generation

The curriculum knowledge of English teachers in primary schools is an inevitable requirement for promoting teachers'professional development,an inherent demand for teachers'development in the new curriculum reform,and an unreasonable demand for teachers'knowledge structure reform.In this study,first of all,the author takes primary school English teachers as the research object,combs and analyses the relevant curriculum knowledge of teachers at home and abroad through the literature method,and determines the connotation of curriculum knowledge in this study.Secondly,this paper combines quantitative and qualitative analysis with questionnaires and interviews to summarize the current situation of curriculum knowledge generation of primary school English teachers,investigate the problems in their production process,and then analyze the causes of curriculum knowledge generation.In the quantitative stage,150 primary school English teachers from 15 primary schools in Xi'an were investigated by questionnaire.In the qualitative stage,the method of random sampling was used to select Xi'an high-tech three primary schools as the case study object.Then,the causes of the problems are analyzed.Then,the conditions for the generation of curriculum knowledge generation model for primary school English teachers are analyzed from both internal and external levels,and the model is generated according to the theory.Finally,the strategies of curriculum knowledge generation for primary school English teachers are put forward.This study is divided into five chapters:The first chapter first clarifies the reasons for choosing the topic of teacher's curriculum knowledge research,then combs the existing research results at home and abroad from two aspects of teacher's knowledge and curriculum knowledge,so as to find the breakthrough and research content of this study;then,defines the three concepts of teacher's knowledge,curriculum knowledge and curriculum knowledge generation in detail,and finally elaborates the research methods selected,including literature method.Questionnaire,Participatory Observation and Semi-structured Interview.The second chapter expounds the theory of constructivist learning theory,the theory of tacit knowledge,and the theoretical basis of the model played by Yujiro Nochi in this study.Based on the constructivist learning theory,this study analyzes the external environment and self-experience of teacher curriculum knowledge generation.The tacit knowledge theory can help teachers to classify and enlighten their curriculum knowledge,thus laying the foundation for the generation of curriculum knowledge.The role of Yujiro Nozaka's SECI model in the generation of knowledge for teachers'courses.These three theories together provide the theoretical basis for the generation of teachers'curriculum knowledge.The third chapter is the main part of this chapter,which mainly investigates the current situation of primary school English teachers'curriculum knowledge generation.In the quantitative stage,150 primary school English teachers were surveyed by online question1naires with the help of network platform.The dimensions of the survey included six aspects:process understanding knowledge,curriculum concept knowledge,curriculum objective knowledge,curriculum content knowledge,curriculum implementation knowledge and curriculum evaluation knowledge.Then in the qualitative stage,three English teachers were selected from the sample schools of Xi'an No.3 High-tech Primary School,and interviewed.At the same time,the current situation of curniculum knowledge generation of primary English teachers was analyzed by taking part in the observation.Chapter Four combines the theoretical basis with the current situation of practical investigation,and studies the generation model of primary school English teachers'curriculum knowledge.Firstly,based on the results of Chapter Three,the problems and causes of primary school English teachers'curriculum know-ledge are analyzed.Secondly,the internal and external conditions of primary school English teachers'curriculum knowledge generation are elaborated.Finally,Based on the theory of tacit knowledge,SECI model,and constructivism theory to elaborate the model of school English teachers,curriculum knowledge.Chapter Five,aiming at the present situation of primary school English teachers'curriculum knowledge generation,puts forward some strategies and methods for primaiy school English teachers in terms of curriculum knowledge according to the model of primary school English teachers'curriculum knowledge generation,with a view to providing reference for primary school English teachers in terms of curriculum knowledge generation and providing some help and reference for teachers' professional development.