The Theoretical Model Of High School Biology Teachers' Knowledge Structure, In The New Curriculum Background

In June 2001, the Ministry of Education promulgated the "Basic Education Curriculum Reform Outline", and planned to implement a new system of curriculum for basic education system throughout the country in five years from the fall of 2001. The implementation of the new curriculum for basic education is a profound change for our basic education. New curriculum ideas, new materials, and new evaluation concepts, are not only strongly impacting the existing system of teacher education, but also updating high requirement to general educators. To keep up with the time, adapt to the new curriculum reform and promote education for all-around development, biology teachers of high school must re-examine their own knowledge structure to make timely adjustments and make the faith for the reform to action. Furthermore, they should promote the new curriculum reform in specific teaching work..This study take the new curriculum for background to help biology teachers of high school re-build the knowledge structure.providing a theoretical basis. Meanwhile, in the context of the new curriculum, discussing teacher's knowledge structure can cause concern for their own knowledge structure,and promote continuously improvements for their professional qualities to adapt to educational reform. Moreover, with the deepening of reform, content of training for teacher should be adjusted. How to set reasonable training to enable teachers to better develop their own expertise,how to help teachers built up a complete knowledge of structure in line with the time,are pressing issues.This study has made a detailed discussion of knowledge structure for biology teacher in new curriculum and can provide a theoretical basis for training of education.This paper review literature, analyze contents to stuy the knowledge structure for biology teacher in new curriculum. First, the stuty defined "knowledge","Teacher's knowledge structure" by reading literature. Then, through literature reviewing, the study for teacher's knowledge structure of our nation and foreign nation has been discussed, which helps to determine the basis to divide teacher's knowledge structure. Last, with "biological curriculum standards for high school" and biology textbooks of high school,the study analyzed biology teachers' knowledge structure. Finally, with the analysis of the relationship between various types of knowledge,the study has established a theoretical model of knowledge structure for biological teachers of high school in new curriculum.Obtained by research, knowledge structure of biological teachers of high school in new curriculum includes subject-matter knowledge, conditional knowledge, practical knowledge,and cultural knowledge.Subject-matter includes biological knowledge and biological knowledge in daily life, the new development of biology, biological history, research methods of biology, and knowledge of biological experiments. Conditional knowledge, includes education knowledge and psychology knowledge. Practical knowledge includides practical knowledge of education, practical knowledge of teaching, research and practical knowledge of scientific research. Cultural knowledge includes knowledge of natural science, human science, information technology.Through the analysis of the relationship between various types of knowledges of biology teachers in high school,we can know that in the new curriculum, the model of biology teachers' knowledge structure of high school shape seems as pyramid structure.The lowest level is cultural knowledge, and step by step increasing, respectively, are subject-matter knowledge, conditional knowledge, practical knowledge.