Study Of The Issues Of Senior High School Physics Teachers' Knowledge Structure And Development In The New Curriculum

Compared with the traditional curriculum, New Curriculum for senior physics reflects "knowledge and skills, experiences and methods, emotional attitudes and values". The New Curriculum strengthens the integration of disciplines, and focuses on the abilities of students such as the active participation, co-operated exploration. These change call for not only renewing but also developing of the knowledge structure for senior high school physics teachers. In this paper, we have studied the issue of physics teachers' knowledge structure and development. This study has great significance in optimizing physics teachers' knowledge structure, promoting physics teachers' professional development and ensuring the implement of physics new curriculum reformation.In this paper, three methods of research are applied such as literature method, observation, questionnaire and interview survey. Firstly, by referring to the literature, the author consider that the knowledge structure of senior high school physics teachers consists of four parts, they are subject matter knowledge of physics, conditional knowledge, practical knowledge of physics teaching and cultural knowledge. Secondly, we have investigated the present condition of lots of senior school physics teachers then make a conclusion that there is sill certain distance between the present knowledge structure of senior school physics teachers and what is required by New Curriculum. What is more, taking the knowledge development structure of Mr.Fan as example and combing with our research information, we can firmly conclude that the structure of how the senior school teachers obtain their professional knowledge. This structure contains three parts. I. Experiences gained as a student by studying physics in junior school, senior school and university. II. Experiences gained by pre-job training which contains the learning of educational courses, especially physics educational courses, and educational practice in college. III. Experiences collected by teaching, which include on-the-job training and organized or disorganized teaching and research activities. Further study for each mentioned way was carried out by questionnaire and interviewing. In conclusion, we make a summary of the subjects discussed above and prospect for further research development.