Studies On The Junior Middle School Teacher's Knowledge Structure In Sichuan Province

With the development of the new curriculum reform, the change of teacher's knowledge view, the variation of students' studying modes, and the expansion of text-book knowledge, it is required that the teacher' current knowledge be renewed and their knowledge structure be changed and rearrangement. This dissertation analyzed and researched the current biology teachers' knowledge structure through investigations and interviews on 131 junior middle school teachers in 4 areas in Sichuan province. Based on the results of our study, considering the characters of biology teachers' knowledge, this paper described each element of biology teachers' knowledge structure and also gave some feasible proposals for how to optimize the junior middle school teachers' knowledge structure. It is proposed that our proposals are helpful to improve the teachers' quality both in theory and practice and helpful to obtain good results for the new curriculum reform.This dissertation consists of 3 parts, the first part is introduction and background, defining the concept of teacher's knowledge structure and reviewing the classification of the knowledge structure. Base on the theories of classification of the knowledge structure reported by Linde Cong and Jinliang Shen, the main research subject on junior middle-school teachers' knowledge structure is proposed. The second part is result and discussion. The questionnaires compiled according to Prof. Lin's classification theory was thoroughly analyzed from 4 aspects, that is, Subject matter knowledge,Conditional knowledge,Practical knowledge and Cultural knowledge. We concluded that the Subject matter knowledge of teachers were relatively scarce; the knowledge of education and pedagogy needs some improvement; the biology teachers didn't have the ability to combine biology knowledge and information technologies; they lacked knowledge of educational situation and were inert of rethinking teaching experience as far as Subject matter knowledge is concerned.The third part is proposals for further optimization of the junior middle-school teachers' knowledge structure. We gave our advices on how to optimize the junior middle-school teachers' knowledge structure in 3 aspects: emphasizing the biology curriculum in mandatory education, paying attention to biology curriculum in normal college education and consolidating teachers' post-job training.