Study Of The Issues Of Geography Teachers' Knowledge Structure And Development At The Background Of New Curriculum

Currently China's new round Fundamental Education Reformation is being carried. Whether this reformation will succeed or not has a lot to do with the teachers' makings. As the core content of teachers' makings, teachers' knowledge plays an important part in New Curriculum Reformation, In the Geography Curriculum Reformation of Fundamental Education, Geography teachers' knowledge will consequentially have an impact on the quality of Geography teaching and the progress of Geography Curriculum Reformation.What kind of knowledge will Geography teachers have to possess to be competent for Geography teaching activities at the Background of New Curriculum? In which ways have Geography teachers developed their knowledge, and how have they identified with each way? The comprehension of the above questions contributes to the reconstruction of the interior environments as well as the conformity of exterior environments of Geography teachers' self-development. Study of the issues of Geography teachers' knowledge structure and development, as an unneglectable important aspect of Geography curriculum reformation, has important significance in optimizing Geography teachers' knowledge structure, improving Geography teachers' makings, promoting Geography teachers' professional development and ensuring the implement of Geography new curriculum reformation.In order to prompt the development of Geography teachers' subject matter knowledge and to evaluate Geography teachers' subject matter knowledge, on the basis of referring to relevant American Studies, this paper puts forwards that China should set professional knowledge standards of Geography teachers as well as the significance, function and main content of setting these standards.To the development ways of Geography teachings, non-systematical profession activities serve as the most important resource, and the incumbency training and systematical teaching activities the less important resource; while study experience of primary and secondary school Geography and pre-work education serve as the least important resource. In order to prompt the knowledge development of Geography teachers, incumbency and pre-work education should be closely related, close relationship of content of pre-work education curriculum and teaching practice should be emphasized, educational theory knowledge should be added to incumbency...