The Construction Of Primary School Teachers' Individual Knowledge With A Setting Of Specialization

Since the program of overall quality education was carried out in primary schools in the late 20th century, in nearly 1o years, the emphasis of primary education has been laid on the quality rather on the scale. However, with the further development of primary quality education, the problem has become more and more obvious that primary school teachers'knowledge constitution has been outdated. This paper intends to be in search of the train of thought on how to form primary school teachers'personal knowledge from the perspective of teachers'occupational specialization.This paper is made up of three parts. Part I is mainly about the background of the development of teachers'occupational specialization and its implication. Teachers'personal knowledge is also included. It points out that teachers'specialization is for the need of social development as well as educational development and it is the important means to realize teachers'self-value. As one from of professional specialization, teachers'specialization includes two aspects: one is the process of teachers'making efforts to obtain their professional positions and the other is the process of individual teachers'trying to improve their teaching performances, which can be summed up as teachers'professional specialization and individual specialization. The former is illustrated in term of sociology and the latter in terms of education, which is the focus of this paper. In this paper we can see teachers'personal knowledge can be divided into explicit knowledge and implicit knowledge. Explicit knowledge refers to general knowledge, specialized knowledge and educational theory knowledge by means of school education, training program and self-study. Implicit knowledge refers to the ideas, secrets, skills and techniques that teachers have gained while teaching, which can only be practiced but not be expressed by words by the teachers. Both of the two types of knowledge are pf the same importance to the teachers. Part II is about the investigation and analysis of personal knowledge of the present primary school teachers. Based on the primary school in Tai'an city, altogether 50 primary teachers are chosen as the subjects of the investigation . Three methods are adopted, including questionnaire , conversation and observation class. The investigation indicates that the problems with the personal knowledge constitution of primary teachers are as follows: teachers'inadequate knowledge storage, students' lack of knowledge storage , teachers'inadequate knowledge of modern technology as well as education and research, more emphasis on the result rather than on the process, more focus on prediction rather than on the generation of knowledge, lack of adaptation to the new teaching method required by the new curriculum . Part III gives the countermeasures for primary school teachers to constitute perfect personal knowledge, which includes the following: First, try to enrich primary school teachers'explicit knowledge: 1. intensify academic education of primary school teachers, promote their specialized accomplishment. 2. establish proper pre-occupation training system for primary school teachers, perfect their explicit knowledge. (1)broaden the training channel, gradually form configuration system. (2) set suitable courses for the development of primary education in normal education programs. Second, widen the training channel for primary school teachers'further education, enrich their practical knowledge. 1. Further education for teachers is not only a complement, but also a pattern transfer. 2. Expand the space and channel for further education. 3. Make full use of the school material , carry out in-school training program. Third, improve and perfect the policy complement, provide a better environment for primary school teachers. 1. increase the welfare for primary school teachers, increase professional attraction. 2. Expand the decision-making power of primary school teachers so as to create free and easy environment for teachers'professional development.Compared with their explicit knowledge, primary school teachers are more lacking in implicit knowledge, which includes professional skills, their love to their students, the pursuit of their career. To solve all these problem, teachers should take an active part. Yet, the government's participation and related policies are even more important so that the specialization of primary school teachers can be recognized by the whole society.