A Study On The Construction Of Knowledge Structure Of Middle School Teachers

In the background of new curriculum reform and the teacher professionaldevelopment, teachers attract tremendous attention, and the teachers’ status graduallyimproves, the teachers are trying to find various ways to improve teachers’ quality.Teachers’ structure knowledge is the most important part in teachers’ quality. Tocheck whether new curriculum reform can achieve good result and whether teacherprofessional quality can get real development, analyzing teachers’ knowledgestructure deeply is an important cutting point.This study is based on literature analysis and uses postmodern outlook ofknowledge as theoretical basis. Teachers’ knowledge structure is constructed based onreality which includes meta-knowledge, knowledge of thinking, subject knowledge,general pedagogical knowledge, subject teaching knowledge, curriculum knowledge,students knowledge, educational situation knowledge, cultural knowledge, mediaattainments, personal living knowledge eleven aspects, and then these aspects areclassified. Then mutual relations are analyzed. The study emphasizes that teachersknowledge structure is a united entity, knowledge can integrate with each other. Insuch a way, the knowledge can be fully achieved. Teacher’s knowledge structuredevelops dynamically, it changes with the times and it is created in real teachingactivities. In the end, the study puts forward that in the process of constructingteachers’ knowledge structure; the teachers should pay attention to the change ofbelief and get to know the subject. And emphasize the practice before pre-servicecultivation.This study is mainly based on theoretical analysis, at the same time; the materialis got through interview and case study. This study combines theoretical thoughtswith reality, thus, the knowledge structure constructed in this study is in accordancewith real state.