Review And Consideration On New Teachers’ Conditional Knowledge In Normal University Of Xinjiang

The early study of teachers’ knowledge at home and abroad focused only onteachers’ subject knowledge. Recently, scholars have recognized that the knowledgeof pedagogy and psychology is as significant as teachers’ subject knowledge foreducation. With regard to new teachers in Normal Universities of Xinjiang, having asolid conditional knowledge is a great guarantee of effective teaching, especially forhaving a considerable influence on training future teachers.This article is a study on new teachers in Normal Universities of Xinjiang,including their current conditional knowledge, their different methods to getconditional knowledge and these methods’ influences on the development ofconditional knowledge. The achievements of this article are following:First, pertaining to current conditional knowledge of new teachers in NormalUniversities of Xinjiang, their scores are low. Graduated universities of teachers,gender, age, nationality, education degree and whether or not to accept systematictraining of the conditional knowledge in the pre-job training have no significanteffect on teachers’ conditional knowledge; Teachers’ teaching subjects do notinfluence the total score of the conditional knowledge. However, after further LSD itobviously affect fractal dimension of assessment of students achievement; Theprofessional titles of teachers have a significant effect on the total score of theconditional knowledge; The teachers’ teaching experience in a further LSDimmensely influence the total score of the conditional knowledge; The schoolswhere teachers are greatly affect fractal dimension of assessment of studentsachievement; After further LSD, whether or not to accept systematic training of theconditional knowledge in the pre-job training, it also has impact on the students’psychological knowledge and fractal dimension of assessment of studentsachievement.Second, new teachers in Normal Universities of Xinjiang apply a large numberof the conditional knowledge in practical teaching, and they can acquire and developtheir own conditional knowledge through different channels. Among these channelsdaily communication with colleagues is the most important, reading professionalbooks, teaching experience and reflection are important, experience as a student andlectures organized by universities are less important, pre-employment training,vocational training and other ways are the least important.Based on the above conclusions, there are eight aspects to promote the development of teachers’ conditional knowledge from normal universities, teacherselves, positive study of university teaching and research. For example, coordinatingthe relationship between teaching and scientific research, constructing conditionalknowledge in pre-employment, strengthen vocational training, develop teachingdevelopmental centers of normal universities’ effect, accumulating conditionalknowledge by teachers’ own experience and reflection, learning conditionalknowledge through daily communication with colleagues, enriching conditionalknowledge through studying by oneself, positive study of university teaching andresearch.