On The Construction Of The Innovative Teacher's Knowledge Structure In The Primary And The Secondary School

Innovation is the soul of a nation's progress and the inexhaustible power of a country's prosperity. A country that is through the constant innovations thereby could sands firmly among the nations of the world. With the development of quality education towards to specialty and depth, the new type of teacher with innovative mind plays an essential part in the field of education for the teacher with that quality could inspire the student's mind and promote the student's creative ability. Besides, the knowledge structure of creative teacher not only influences the implementation of teaching but also the student's learning at school and their future advancement as well. With a new round of the basic education curriculum reform in depth, the knowledge structure of the teacher faces the new problems and challenges because the knowledge structure of the teacher determines the effectiveness of quality education and the improvement of teaching on a large scale.The present thesis, while basing on the investigations of the knowledge structure of the teacher and the practical situations of the teacher's knowledge structure, and combining the theoretical basis and the analysis of material sources arid cases, reconstructs a system of innovation in the knowledge structure of the teacher, in hoping to provide a new perspective on the curriculum reform of the teacher education, the fulfillment of the changing role of the teacher, the reinforcement of the teacher's training, the development of the teacher's professional advancement, efficient teaching, and the achievement of the teaching objectives, so as to promote the implementation of innovative education and to improve the qualities of education and teaching purposes.Chapter one begins with the literature review , and then follows the object, the content, the purpose, the origin and the significance of this study, the ways and methods of the research, and the possible difficulties, the stressed points and the contribution of the thesis.Chapter three mainly focuses on the explanations of the meaning and the characteristics of the innovative teacher. The innovative teacher lies in the teacher's awareness on the student's individuality and consequently promotes their individual advancement, and at the same time, helps the student qualify their life in order to learn the ability to survive in the time of knowledge innovation, and finally cultivates the student's creativity and makes their creativity a sound development. The second part consists of the explanations of the cognitive, the personal and the behavioral characteristics of the innovative teacher. According to my research, the innovative teacher who can be competent to the guidance and the inspiration of the student's creative activity, the reason lies in it to have multi-dimensional, the reasonable knowledge structure. The innovation is not the water without source, must base on plentiful knowledge, have to depend on certain knowledge and the experience, does not have the innovation without knowledge. The knowledge provides raw material for the innovation, the innovation is the knowledge transformation and the conformity. Any kind of innovation all leaves first the original knowledge from the fixed structure, then has the brand-new knowledge structure in the brand-new organization. The man who is ignorant inevitably incompetent, and deficient inevitably mediocre, thus cannot have the innovation production.Chapter four is engaged in the detailed presentation of the related studies of the teacher's knowledge structure both at home and aboard. The studies done by the foreign scholars include the "conceptual and analytical" study of knowledge structure of the teacher represented by Shulman and Grossman, and "Circumstances and Practicality" study of the teacher's knowledge structure represented by Elbaz. whereas, at home, the researches on the "knowledge-education" orientation has been done by Li Bingde and Ye Lan, the functional orientation by Lin Chongde, Bai Yimin, the teaching orientation by Liu Qinghua and the oriented practice by Chen Xiangming. In recent years, the traditional knowledge constitution has received the criticism of the post-modernism scholar, specially pointed out these knowledge constitution embarks the limits from exterior and they lack the c lose relationship with teacher's c lassroom instruction practice. In fact, the teacher knowledge originates much in teacher's education practice movement and the scene of the education. Therefore, we should pay more attention to teacher's individual knowledge , takes to educate practices development the special status and the function independently in the teacher, and especially must pay attention to the formation of the teacher's practical knowledge.Chapter five is the body part of the thesis that centers on the supposed characteristics of the knowledge structure of the innovative teacher. Based on the analysis and the practical investigation, it is contended that the knowledge structure of the innovative teacher is made of two parts: the Extensively theoretical knowledge and the richly practical knowledge, of which the former includes the intensive content knowledge, the vast pedagogical content knowledge, the dynamic curriculum knowledge, the Systematically pedagogy psychological knowledge, the broadly general cultural knowledge, and the basic innovation theory, and of which the later contains the teacher's lofty faith in education, the right self-knowledge, the extensively interpersonal knowledge, the specific knowledge of the situation, the flexibly strategic knowledge, and in-depth knowledge of critical reflection. This research indicated that, there are differences in the intensity and the strength of various part of knowledge of the innovative teacher, the more the knowledge are in central, the more influences are they to the teacher's behavior. For example, the knowledge of the teacher's lofty faith in education is located central in teacher's practical knowledge; Therefore also have more influence to other knowledge. At the same time, the relationship between all knowledge content is related mutually, the deepening of the in-depth knowledge of critical reflection to behelpful to the teacher's correct self-understanding, and the teacher 's interpersonal knowledge growth is advantageous to the specific knowledge of the situation, is advantageous in nimbly controlling the teacher education teaching activity.