Knowledge Conflict And Its Solution: Research On The Improvement Of Rural Teachers Training

Reasonable knowledge structure of teachers is the basis for improving the quality of rural teachers. The high quality of rural teachers is critical for the improvement the quality of rural education, and for the smooth implementation of the new curriculum reform in the rural areas. The on-the-job training is the main way to improve the knowledge structure of rural teachers. However, the current results of on-the-job training for teachers in rural areas is far from ideal. Rural teachers do not agree with the on-the-job training. They think that the knowledge contents of the training are far from their actual teaching practice. The training contents do conflict with teachers'original knowledge. Thus, it is very difficult for rural teachers to incorporate the training contents with their existing knowledge, and to apply them into their teaching practice.The present research investigates this knowledge conflict in the on-the-job training of rural teachers by using a combined method of theoretical analysis and empirical investigation. Theoretical analyses mainly focus on the following four aspects: rural teachers of the theoretical basis of knowledge that constitute postmodernism, constructivism and field theory; compositions, knowledge of rural teachers that institutions of knowledge, local knowledge and personal knowledge; rural areas Characteristics of teacher knowledge is composed of value, conservative, diversity, complexity, local and national character; rural areas constitute a functional analysis of teacher knowledge is explicit and implicit function. Theoretical analysis from the perspective of logic and thinking to explore deep-seated reasons behind the phenomenon. Empirical research using survey questionnaires and interviews to obtain two forms of teacher training in rural phenomenon first-hand knowledge of the conflict to ensure the authenticity and effectiveness research. Surveys and interviews mainly focus on the following four aspects: knowledge of the contents of the cognitive view of the conflict; knowledge, cognitive conflict of values; knowledge acquisition view of the cognitive conflict; student emotional conflict.Comprehensive results from theoretical analysis and empirical survey show that teacher training in rural areas of knowledge obtained mainly due to the conflict of knowledge in education from the individual, the limitation of field of education, training, and trained teachers, differences and the appropriateness of training modules in four areas. According to the above reasons, we propose the following four knowledge Conflict Resolution Strategies: establish a correct view of educational knowledge; transform education field, improve training and exchange; improve their quality of trainers, trained teachers to meet the reasonable demands; implementation of the "integrated coherent-type" The innovative training model.