Course Target And Course Structure Of Teacher Education In View Of The Type Of Curtural Knowledge

By the end of 20 century, the typy of modem scientific knowledge, properous in the west, has already come to dominate the spiritual life of all of mankind. It has promoted, to some extent, the progress hampered our knowledge of humanity including human society and human characteristics. In addition, the utilitarian and secular nature of the typy of scientific knowledge has given mankind an unending desire, and thus caused more social problems. As these problems are deapening, more and more people are questioning and criticizing the type of scientific knowledge. This widespread criticism has led to a new fondation for all areas of education, thereby bringing about a cricis in educational ideas, the educational system and educational acticites. All of are based on the type of cultural knowledge. As a rescut, during a certain period of time, this type of cultural knowledge has promoted educational reform. These changes involved several aspects. Teacher education regarded as "machine tool" in education carree will be certainly influenced. The influence first hit the course targets of teacher education, then accordingly also the constitution of teacher education course structure. The research paper consists of four parts.Partâ… : This part firstly analyzes the background of the turning from the type of scientific knowledge to the type of cultural knowledge. Then, in the light of changes which have influenced teacher education targets and course structure, a series of questions are presented. Why has the type of scientific knowledge been changed into the type of cultural knowledge? What characteristics does the type of cultural knowledge have? What challenges and demands have been made concerning course aims and course structure? What problems exist present course aims and structure for teacher education? Among many possible causes, form the perspectives of knowledge transformation, which ones are directly responsible for this problem? What do course aim and course structure of teacher education look like in view of the type of culture knowledge? Consequently this paper analyzes and defines the related concepts, and provide clarification.Partâ…¡: The description of transformation from the type of modern scientific knowledge to the type of post modem cultural knowledge, which poses chanllenges for our course targets and course structure for teacher education. In this part, it firstly analyzes the criticism and questions form two aspects of theory and reality since the type of scientific knowledge has developed. This kind of criticism and query has promoted the emergence of a new type.of knowledge the type of cultural knowledge. Seccondly it presents the characteristics of the new type of cultural knowledge, which is related to the weaknesses and shortfalls of the type of scientific knowledge. Meanwhile the emergence of new knowledge type has led to changes in all of teacher education which was based on the old one, and also calls for higher requirements and challenges for course targets and course structure.Partâ…¢: The existing problems in course targets and course structure in china as well as analysis of the course. After clarifying the development of course targets and its existing problems, the paper focuses on problems in course aims and course structure, and then carries on an analysis of probable, but analysis is not exhaustive. The paper mainly studys and analyzes the cause of existing problems from the perspective of knowledge transformation, but not all the reasons.Partâ…£: The course targets and course structure in view of the type of cultural knowledge. The paper attaches more importance to this part, which deals with the challenges of the type of cultural knowledge for course targest and course structure in teacher education, and also the requirements for it. In addition, after looking into the course of existing question for course targets and course structure, the paper looks again at course targets and course structure for teacher education in view of the type of cultural knowledge, and puts forward a new modle of course structure which embodies the characteristics of the type of cultural knowledge.