Study On The Structure Of Higher School Teachers' Knowledge

For a long time, researchers have made an inquiry into knowledge, while a short time systematic study focus on teacher's knowledge. The systematic study started from 1980s in other countries and a little later in China. But most researchers talked about what knowledge should a teacher have while not the real structure of teacher's knowledge. So the question what knowledge does a teacher have becomes more and more important in the context of curriculum reform.This paper first briefly explains the origin, methods and significance of the research. Then it outlines the development of the research on the teachers' knowledge structure in the world; then combining with my own survey, this paper points out the existing state, traits and problems of the knowledge structure in the universities. On this base, the author reveals the necessary knowledge structure and its characteristics of higher school teachers and how to cultivate higher school teachers as well as the structure of knowledge that a teacher should have, and restructure the higher school teachers' structure of knowledge. In the end, the thesis tell how to perfect the higher school teachers' structure of knowledge.This thesis integrates theoretical analyses with the practical cases, which makes the readers understand clearer the real state of teacher's knowledge. So ultimately it can bring new views for teacher profession development.