The Inspection On Knowledge View Of Teacher Impedance In The New Curriculum Reform

Based on the research premise of the current situation of teacher impedance in the new curriculum reform,and based on the research starting point of the conflict between the knowledge view contained in the new curriculum reform and the current knowledge view of teachers,the thesis inspects the impedance phenomenon of teachers in the new curriculum reform from the point of knowledge view.The whole thesis is divided into five parts.The research question and relative concepts are mainly introduced in the introduction part,besides,previous documents are sorted out and the research thinking as well as methods are briefly illustrated.Based on the on-the-spot survey about the present situation of the adaptation of the basic-level teachers to the new curriculum,the first part is summarized from these aspects as follows:the difficult adaptation to the curriculum,obvious formalism in classroom teaching,the system lagging of teaching appraisal caused by the remaining of examination-tended education and the representation formed by the teacher impedance in the new curriculum reform because of the contrast of teaching idea and teaching conduct.The second part comparatively analyses the knowledge view of new curriculum and current teacher's knowledge view from four aspects.That is knowledge essence view,knowledge value view,knowledge receiving view and knowledge appraisal view. The conclusion indicates that the conflict lies between the two kinds of knowledge view.Based on the comparative analysis of the knowledge view of new curriculum and present teacher's knowledge view,the third part reflects on the reasons of the teacher impedance in the new curriculum reform.The reasons are as follows.The dissociation condition of teacher's knowledge view,the control weakness of the teacher's knowledge by the knowledge view of criticism,the challenge of the authority of teacher's knowledge governed by rational knowledge view as well as the restriction of silent knowledge.Considering knowledge reasons of teacher impedance in the new curriculum reform,the forth part reflects on negative teacher impedance from four aspects.That is, practical knowledge should be valued,the positive function of silent knowledge should be developed,the teacher's authority should be anew portrayed and the training of teachers should be improved.