Study On The Status Quo And The Development Of Biology Teachers' Teaching Knowledge In Ordinary Senior High School

With the methods of questionnaire, document, interview, statistical analysis etc., the paper reveals the gap between the status quo of the teaching knowledge of ordinary senior high school biology teachers in Jinzhong City, Shanxi Prov. and the requirements of the New Curriculum Reform for them by focusing on their teaching knowledge and discussing the following three questions: what teachers should know, what they have known and how they should increase their knowledge. In addition, towards the ways the teachers obtain the teaching knowledge, the paper explores some problems so as to provide some experience for their continuing education and teaching knowledge growth.The study results shows there are both optimistic aspects and problems. On the one hand, the teachers' teaching skills and curriculum resources are well connected. On the other hand, with their knowledge they can only conduct some teaching materials in old edition and related teaching process; most of teachers are lack of necessary knowledge such as the teaching theories, teaching methods etc. Besides, through quantitative analysis, it is shown various sources to obtain knowledge have different influence on teachers' teaching knowledge growth. The teaching experience, reassessment and communications with colleagues are among the important ones, while the others are comparatively important or least important. At the same time, it is reflected except some typical aspects, there are no major differences on the approaches for the young teachers, mid-aged teachers and senior teachers to increase their teaching knowledge.At last, based on the status above and demands of the current situation, the paper puts forward several suggestions: to strengthen the teaching practice and reassessment, vary the teaching activities, improve the practical results of the continuing education, promote the communications of biology teachers and experts, reduce the biology teachers' working pressure. And the key factor of all is to train the teachers' self-developing awareness and practice.