A Case Study Of The Knowledge Structure Of English Junior Middle School English Teachers

Our country is an agriculture country, rural economy is the key of the national economy,the rural economy plays an irreplaceable role in the whole national economy. The development of the rural cannot leave the talents, the talents cannot leave the education. The boom of the rural education should be focused on the middle school education, because it is the key factor whether the rural students can enter the higher school for further study or not. So far, the elementary education curriculum reform has conducted for more than 10 years.New era calls for new education reform, new education reform calls for a high quality of teachers. In view of this, cultivate a high quality of the rural teachers’team, is the key of the current basic education curriculum reform in our country. As everyone knows, teachers’knowledge is the core of teachers’ professional quality, it is not only the key factor that promote the development of rural teachers’ knowledge, but also the core construction of the rural teachers teaching. For this, what is the new expectation the new curriculum reform for the rural teachers’ knowledge structure? whether the rural teachers’ knowledge structure is complete or not? If not, what should be concern? To solve above problems, the author visited a rural country which belong to the Xiangxi Tujia and Miao autonomous prefecture of Hunan province Luxi county, through the questionnaire and on-the-spot investigation, the author analyses the reasons and puts forward some Suggestions.This thesis consists of four chapters:The first part is the introduction part, this part includes four aspects:the research of the origin, the literature review, the research ideas and the research innovation and deficiency.The second part is the theoretical basis of this research, first introduces Shulman theory of teachers’ knowledge structure; second introduces the domestic theory of teachers’ knowledge structure, It points out the theoretical framework of this study is based on chong-de Lin and others about the division of teachers’ knowledge structure.The third part is the main part, firstly, the author introduces the research process; secondly, through questionnaire and interview, analyses two teachers’ knowledge structure, with chong-de Lin teacher knowledge structure as the basic theoretical framework which includes ontology knowledge, conditional knowledge, practical knowledge, cultural knowledge; The last is the summary of this research.The fourth part is the suggestion, Based on the analysis of the third chapter, the author put forwards some Suggestions.