Research On The Knowledge Structure Of PE Teachers Of Colleges And Universities In Hebei Province

In the new round education reform ,improving the quality is the core task of our higher education's reform and development. The new education reform request much expectations and challenges on the quality education especially the knowledge structure of teachers. Under the background of new round of education reforming, how about the situation of college P.E. teachers'knowledge structure? In domestic, the research of this aspect remains in the theoretical speculative and analysis yet empirical research compared less. Even more, we should notice that the empirical survey and research related to PE teachers'knowledge structure is less and less in the colleges of Hebei Province. In view of this, through the empirical survey and research of PE teachers'knowledge structure in the colleges of Hebei Province, we try to further rich the teachers'professional disciplines theory and reveal the endogenous power of the development of the teachers'knowledge structure. So, this can provide the basis for the optimization and perfecting of the teachers'knowledge structure, the same time, provide references for the reform of enducation and training of the P.E. teachers.The article takes the knowledge structure of PE teachers from the colleges in Hebei Province as the target, through the methods of literature research, survey of questionnaire, expert interviews, mathematical statistics and so on, carry out the empirical survey and research on several aspects such as the knowledge composition, knowledge structure features and factors of the college PE teachers in Hebei Province.First, establish the framework of college PE teachers'knowledge structure and elaborate the content of the knowledge structure's different indicators. On this basis, design the questionnaire survey paper named survey and research of PE teachers'knowledge structure from the colleges in Hebei Province With which carry out the empirical survey. Through the analysis of the interview material and the statistics of the survey result data we can know the knowledge level in different aspect. And we can further discuss the influence of teacher's different personal background on the knowledge structure, from this we can find the advantage and disadvantage of teachers'knowledge structure and propose the corresponding recommendations. The follows are the conclusions of the research:(1)In the 4 class A indicators, the professional knowledge is the most well acquired among the college P.E teachers. The second is practical knowledge and the conditional knowledge, the last is the common cultural knowledge.(2)Personal factors in the study of teacher knowledge with the impact of the degree, There is no significant differences between the gender and the type of college on the knowledge. The P.E teachers with different education and degree have the similar practical knowledge and common cultural knowledge but obvious different professional knowledges and conditional knowledge. The PE teachers with different experience have similar common cultural knowledge but obvious defferences on the professional knowledge, conditional knowledge and practical knowledge.Of the three factors --- the teaching experience, the education and the degree, the education play a main role which affect the professional knowledge. The same with teaching experience to conditional knowledge and practical knowledge. However, the teaching experience has a prominent influence on the practical knowledge but compared lower influence on the conditional knowledge.(3)There is a dynamic equilibrium among the PE teachers with different teaching experience in the Hebei Province colleges. The details are --- the overall evaluation of the professional knowledge is higher than the others and first rise and then decrease althrough the trends not so obvious. The conditional knowledge first rise and then decrease and reaches it's highest point at the 16—20 years'teaching experience. The practical knowledge keeps a rapid rise during the 1-15 years, then become slow but keeps upwards. The overall evaluation of the common cultural knowledge is the lowest, first rise and then decrease with a not obvious trend.From the curve of PE teachers'knowledge development and change with different teaching experience we can see that there is not a point of intersection between the professional knowledge cruve and the conditional knowledge curve. Professional knowledge and the practical knowledge is not a simple linear relationship, more professional knowledge doesn't mean more practical knowledge. After 16-year-teaching experiences the conditional knowledge and the practical knowledge moves to the opposite direction. The common cultural knowledge is the basis of the other three knowledges and there is not a point of intersection.