Study Of Teacher's Professionalism On The Basis Of Standard-based Curriculum

The worldwide rise of curricula innovation in the last decades leads to the deep debate on teacher's professionalism caused by the decision-making authority. Based on historical details, this research studied the transformation of teacher's professionalism under the circumstance in standard-based curriculum. In other words, we'd like to see what kind of changes of teacher's professionalism has appeared in the background of standard-based curriculum.Among all impact factors to modern disciplines, the knowledge structure is a key one to evaluate the professionalization extent of a select occupation. In terms of educator, whether they were in possession of professional knowledge and how did they use and develop them is directly related to our understanding of teacher's professionalism. Therefore, our researches investigated the transformation of teacher's professionalism from scientific angle and illustrate it with historical examples.This thesis started with epistemology and essences of cognitive learning. With the introduction of expertise in early tribe, the relationship between expertise and professional occupation was studied. Then, the research was concentrated on the teacher's special expertise and their unique essence. It concludes that as people's attitude to expertise changed and developed, professional knowledge transformed from scientific model to practical model. According to this transformation, the teacher's professional knowledge also experienced the change from the traditional to modern practices. The practical expertise of teacher was greatly brought into concern.Next chapter, the thesis described the character of standard-based curriculum innovation happened in UK, US and China. It can be seen that:1. The specialist in different areas made the criterion for related curricula; 2. The contents become much clear after simplification; 3. Standard-based curriculum tried to find a balance point between academic disciplines and non- academic disciplines; 4. It derived by examination; 5. It reflected the deficiency of investment when we took the criterion into effect by law.6. Somewhat the standard-based curriculum took the flexibility of curricula enaction into account.In the fourth part of this thesis, the impact of standard-based curriculum to teacher's professional knowledge was discussed. The standard-based curriculum was expressed in a "scientific" format, which was created by the government in the form of legislation and forced into operation. In this kind of process, standardization, efficiency and quantitative management were emphasized. However, the creation and use of practical expertise by educator themselves were overlooked. Therefore, teacher's professional knowledge was developed from personal to public, from uncertain to certain, which resulted in the tendency of "technical control" in teaching. Definitely it will face the danger of technical model for application. Nonetheless, from another side, the transfer from personal to public, from uncertain to certain of professional knowledge will promote the systematization and theorization of teacher's professional knowledge to build a platform for communication.In the last part of this research, we analyze the change of teacher's professionalism under standard-based curriculum circumstance. Here, the structure of teacher's professional knowledge was largely affected by scientific model. They tried to establish a rational and scientific format which denied traditional idea of teacher's professional knowledge and create new concept. This resulted in the transferring from traditional professionalism to classical professionalism. Classical professionalism weaken the creation and use of practical knowledge by teacher in the process of pursuiting scientific determination, to some extent, it blocks the upgrade of teacher's professionalism. Fortunately, it brought to our attention to the importance of experiences in teacher's expertise. Classical professionalism began to shift into practical professionalism. However, practical professionalism also has its own limitations; for instance, it still lies in the layer of cognitive learning. Therefore, our research clarified that we need to understand teacher's professionalism from morality layer. We need culture their responsibility to call of duty. They should be in passion of education, students, life-time learning and devote their life to edbiz.In conclusion, in standard-based curriculum circumstance, teacher's professionalism undergoes transformation from traditional professionalism to classical professionalism, from classical professionalism to practical professionalism. Base on that fact, this thesis put forward the viewpoint of transferring from practical professionalism to general professionalism.