A Study On The Construction And Cultivation Of Professional Knowledge Of Normal School Students

Teacher professionalism is not only a kind of idea renewal, but also a process of practice. Teacher professionalism signifies a professional recognition of teacher practitioners’ professional quality, professional level and occupational requirements. The breadth, depth, flexibility of Professional knowledge is the foundation of professional ability and the base of teachers’ professional development. The traditional analogy "A bucket of water and a glass of water" narrows the rich connotation of teachers’ education career, and also doesn’t explain the relationship between inheritance and innovation of knowledge well. It is known that educators who plays a role in imparting knowledge and educating people should have a stream of knowledge base. The undergraduate students of Primary school education stands on the starting point of teachers’ professionalism, so they should construct a scientific, reasonable and standard system of professional knowledge structure in order to be a qualified teacher.The production and flow of Knowledge generate between the individual and society simultaneously. From the point of constructivism learning theory, the construction of normal university students’ professional knowledge is based on the existed experience and knowledge, and their active attitude to learning and assimilation of old and new knowledge shape one’s knowledge network dynamically. In the curriculum setting and curriculum implementation, it is a must to deal with the multiple relationships between students’ initiative and passive learning, individuals and groups, as well as theory and practice.Based on the above understanding, the paper is mainly divided into three parts: Chapter One studies the professional knowledge construction of undergraduate normal students. The teachers’ concept of knowledge, the relation between personal knowledge construction and public knowledge flow and the Constructivism Learning Theory serve as the theoretical foundation of this paper. Chapter Two presents the status survey and analysis of undergraduate normal students’ professional knowledge construction, which assist with interview survey and questionnaire survey of the senior students from three normal universities based on the dimension of their professional knowledge structure and the standard.Problems can be found like that "T" type short courses, weak knowledge communication, insufficient attention to pupils, shortage of general knowledge, lack of experience and so on. The Chapter Three, combined with students’ knowledge source, the status analysis of curriculum setting and implementation puts forward some counter-measures and Suggestions in the view of the problems found, professional training orientation, curriculum setting, curriculum implementation, teachers’ cultural construction and so on.