Study On Integrative Curriculum Of The Professional Development For Initial And In-service Science Teachers

With the continuously boost of the curriculum reformation of elementary education, promoting teachers' development, enhancing teachers professional qualities have already become one of the hot problems in the modern education field, evoking the attention all over the world. Viewed from elementary education curriculum reformation, everyone realized that teachers are the key factor in the reforming process. In science curriculum reformation, science teachers also play a very important role. The initial and in-service training for science teachers have particularities of their own. Science education is a new subject established curriculum system in normal university or college, which aims to meet the need of the current curriculum reformation of elementary education and cultivates high qualities science teachers in elementary and secondary schools. Therefore, from the viewpoint of teachers' professionalism, studying the curriculum system of the initial and in-service training for science teachers tallies with requirement of science curriculum reformation and tallies with long-run benefit of science teachers development as well. This paper profoundly explores the establishment and developing course of teachers' professionalism theory, as well as the developing course of science education and science curriculum within world scope, basing on which we carry out series of researches of the knowledge structure of science teachers and curriculum system of the initial and in-service training for the science teachers.What the author has creatively done are as follow:1. Clearly defining the knowledge structure of the science teachers from Theory of Knowledge (TOK). The knowledge structure of science teachers includes explicit and implicit knowledge of science teachers. Explicit knowledge contains common sense, professional knowledge, educational knowledge and science teaching and learning theoretic knowledge. Implicit knowledge contains science teaching and learning practical knowledge and science teachers' reflection for themselves and self-evaluation. The knowledge belongs to both explicit and implicit knowledge is the science teacher's understanding the essence and history of science and the scientific literacy.