The Study And Survey Of Teaching Knowledge Of Primary Chinese Teachers In Rural Schools

Countries around the world gradually realized that we need to optimize the professional standards of teachers in order to improve the quality of education。And a complete set of specialized knowledge is the premier standard which enable teachers to become a professional teachers. Their teaching knowledge is the base of teacher professional development. The teaching knowledge which is to be an important condition for outstanding teachers is playing an irreplaceable role in teacheing. Therefore,the questionnaire,interview and literature researeh ways are mainly used in the thesis, which regards Chinese teachers in rural primary schools as research objects, the current status of the teachers'teaching knowledge have been researched. Then in accordance with the results of the study and put forward feasible suggestions.The research is comprised of five parts .In the first part, on the basis of summing up the foreign and Chinese relevant research on teacher knowledge ,the related concepts are classified and the question is put forward ;in the second part , describes research methods, research object and research tools; In the third and fourth part, the survey results which the teaching knowledge of the primary Chinese teachers in rural areas are analyzed and discussed, then we make recommendations; in the fifth part is the thinking of the researcher.The conclusion of the research goes as follows:(1) That primary Chinese teachers in rural areas master the knowledge of curriculum is not solid;(2) That primary Chinese teachers in rural areas master the knowledge of content is not satisfactory;(3) Their pedagogical content knowledge is in the lower-middle level;(4) The teaching knowledge of teachers increases with their teaching age;(5) The core teachers and the Non-core teachers significantly differ in their teaching knowledge. The curriculum knowledge of the core teachers is much higher than that of the the Non-core teachers.