Research On Exogenous Knowledge Structure Of Prospective High School Physics Teachers

Based on teachers' knowledge structure contents division of LinChongde, physical prospective teacher's exogenous knowledge can be separated into there kinds which are ontology knowledge, cultural knowledge, conditional knowledge and practical knowledge. This study adopts methods of literature, questionnaire, comparative analysis to discuss the distribution, proportion, and inter-relationships of the prospective high school physics teachers' exogenous knowledge, examine actual situation, identify problems and screen the causes.The contents include three parts: first of all, reading literatures of relevant matters of teachers' knowledge structure to understand the status and results of domestic and foreign research in order to explain essences of the concepts and describe a broad theoretical background of the study. Secondly, resting on philosophy, psychology, instruction, physical education curriculum and teaching on the generous support of the theory, the research builds physics teachers' academic knowledge structural models of exogenous—"four to four"model. Meantime, this study makes a survey of current real contingencies of"prospective high school physics teachers". Finally, to the article compares the real and theoretical knowledge structure of teachers using qualitative and quantitative, macro and micro methods.Literature research shows that: there is a wide range study of knowledge, knowledge structure, and teachers' knowledge structure at home and abroad, but subject-specific detail and deeply research is inadequate, and the research results vary on the types and composition of teachers' knowledge in specific subject is less. Additionally, the domestic research is more comprehensive and representative, which has clearly defined and explained in detail various parts and relationship of teachers' knowledge, while it lacks of systematic research on specific subject knowledge structure, especially for the physical structure of the prospective teachers', and knowledge framework fully built for a physics teacher is rare.Model of prospective teachers' knowledge structure shows that"four to four"knowledge structural model is similar to a table lamp, layer upon layer buckle, which contains four parts(from inside to out, the order is cultural knowledge, body of knowledge, conditional knowledge and practical knowledge), bottom-up (respectively for primary, junior high school and university ) extended three-dimensional structure of space. A solid cultural knowledge accounts for 72%, deep body of knowledge (21%), but conditional knowledge (4%)and practical knowledge (3%)in particular, is severe short; according to overall knowledge qualities, the order is university (38 %) >high school (24%)>primary school (21%) >middle school (17%). Although the total amount of knowledge of prospective teachers is rich, the effectiveness and balance of various types of curriculum is shortcoming.Questionnaire survey indicates that: cultural knowledge(58%)> body of knowledge (26%)> practical knowledge (9%)>conditional knowledge(7%).Overall, the total knowledge of prospective teachers is rich and wide, the ontological knowledge needs to be strengthened and consolidated. While various parts of the study need to be balanced, increase timeliness, especially of the conditional and practical knowledge, which is rather deficient and such courses should be set to be balance and gradually perfect.Comparative analysis have shown that: there is a rich cultural knowledge, superb body of knowledge, but there lacks of conditional and practical knowledge in the theoretical and practical generosity of prospective teachers whose exogenous knowledge structure should be completed. Ontological knowledge of prospective teachers have to be consolidated; the content of conditional knowledge is narrow, the qualities of practical activities is less; practice course categories and the number of hours are relatively poor; the current understanding of teacher education ideas are not prominent; teacher education curriculum is biased; teaching practices are more severely formalized.