The Research Of The Primary School Teachers' Student Epistemological Beliefs

In recent years, epistemological beliefs is becoming educators and psychologists'hot research. As their predecessors from different views, using different methods study the epistemological beliefs, different scholars have different understanding of the concept, so it is still not uniformly defined. Based on reviewing and thinking of the previous studies, I believe that student epistemological beliefs is the individual student's intuitive recognition about knowledge and learning experience, which involves the intuitive recognition for the nature of the knowledge, the essence of the learning, the process of the learning, and the conditions of the learning, etc.There are many achievements of study on the epistemological beliefs in overseas, but our research in this field was just starting-most of the research focused on students' own epistemological beliefs, only few involved the preliminary study of the junior high school teachers and preschool teachers'student epistemological beliefs, and it is still lacking to study the primary school teachers'. The primary school teachers' student epistemological beliefs as an important part of the conception of the teacher education, is closely related to the teacher's behavior of the education.Therefore, I want to do an exploratory research for primary school teachers'student epistemological beliefs to enrich the domestic research in this field. This research put together the localized questionnaire of the primary school teachers'student epistemological beliefs, and investigated the local primary school teachers' student epistemological beliefs-understanding of the general situation about the primary school teachers'student epistemological beliefs, examining of the discrepancy about the student epistemological beliefs from the differently characteristic primary school teachers, and interviewing in-depth with the primary school teachers on the basis of the questionnaire of the student epistemological beliefs.The research found that:1, The "primary school teachers'student epistemological beliefs questionnaire" is reliable and valid; 2, The primary school teachers'student epistemological beliefs tends to initial and simple, and the views of the dimensions from the student epistemological beliefs are not mature enough; 3, The male teachers'scores on the student epistemological beliefs in general and in each dimension are lower than the female teachers', and the discrepancy of the scores on the general of the epistemological beliefs and the dimensions of the learning process, the learning conditions, and the learning essence reaches to the statistically significant level; 4, The discrepancy of the primary school teachers'scores between the city and county and the township and countryside is significant on the general student epistemological beliefs and the dimension of the learning essence; 5, The discrepancy of the primary school teachers'scores from the differently educated teachers is not significant on the general epistemological beliefs and the dimensions of the learning process, the knowledge nature, and the learning conditions, and it is only significant on the dimension of the learning essence; 6, The discrepancy of the primary school teachers'scores from the teachers in different teaching experience is significant on the general of the epistemological beliefs and the dimension of the learning conditions; 7, On the general epistemological beliefs and each dimension, the scores of the teachers with the teaching conception of score-based is significantly lower than the teachers with the teaching conception of training capacity and teaching morality. The score discrepancy of teachers with different teaching conception is significant on the general of the epistemological beliefs and the dimensions of the learning process, the knowledge nature, and the learning essence 8, The scores of the lower grade primary teachers is lower than the middle and high grade primary teachers. The score discrepancy from the different grade primary teachers is significant on the general epistemological beliefs and the dimensions of the learning process, and the knowledge nature; 9, The discrepancy of the scores from the teaches with different titles, teaching different subjects, with or without the experience in charging of a class and administration, and the reason of becoming a teacher is not significant on the general epistemological beliefs and each dimension.