Under The New Curriculum High School History Teacher Professional Knowledge Construction Of Exploration

From the beginning of2000, our country has started the largest since the founding of the basic education curriculum reform project. With the new curriculum reform, Chinese education level is comprehensive improving.The history teachers’professional development has a new goal and requirements. History teachers’teaching ability determines the history teaching quality and the development of students. Therefore, the society are paying more and more attention for history teachers’professional growth. History teachers’ professional knowledge level determines the history teachers’ professional skills and professional growth. However, specifically for history teachers’ professional knowledge study has not yet to appear.As a result, the author here devoted to this issue for discussing.Under doing the research of new curriculum in senior high school history teacher professional knowledge construction, this paper is divided into the following seven steps.First of all, refer to literature data in the setting of research project under the premise.To comprehensively understand the topic research background, and fully illustrated the research significance of the topic and the purpose.Secondly, further analysis of the literature data. From two aspects of teachers’ professional knowledge and history teacher professional knowledge, analyzed and compaired the related research at home and abroad. And selected this studies’basic method.Third, this paper explore the senior school history teachers’ professional knowledge construction, based on the constructivism learning theory to lay a theoretical foundation for knowledge learning.Fourth, in reference on the basis of previous studies, this paper explores the new curriculum senior school history teachers’professional knowledge construction standard: Education Theory Knowledge、Historical Curriculum Knowledge、Historical Subject Knowledge、Historical Pedagogical Content Knowledge、Knowledge of Learners Knowledge of Contexts and Evaluation Knowledge.Fifth, According to the constructivist learning theory, combined with the actual situation of the senior school history teachers’professional knowledge construction process may encounter. Explain the problem that in process of the history teacher professional knowledge construction should be connected.Sixth,by the empirical study methods of combining qualitative and quantitative research, investigated and analyzed the senior school history teacher professional knowledge status. Discovery of senior school history teacher professional knowledge development present situation:good knowledge in Education Theory Knowledge; Historical Curriculum Knowledge、Historical Subject Knowledge and Historical Pedagogical Content Knowledge to strengthen; insufficient of Knowledge of Learners and Knowledge of Contexts; pay no enough attention for Evaluation Knowledge.Seventh, in view of the Korla area senior school history teacher professional knowledge development state’understanding, I give three constructive suggestions for the education Department of Korla District.I hope this paper can cause people to pay close attention to history teachers professional knowledge.