Investigation On The Curriculum Knowledge Of Biology Teachers In Senior High School

As an important part of teacher knowledge, teacher curriculum knowledge playsan important role on setting up the teachers’ curriculum conception, dominating theteachers’ curriculum behavior, conducting the teachers’ curriculum practice. In2001,China’s ministry of education launched a new round basic educational curriculumreform. In this reform, whether the teachers can understand the concept of the newcurriculum or not, whether the teachers can master related knowledge of the newcurriculum courses or not, is not only related to if the new curriculum can achievesuccessfully, but also determines the success or failure of the new curriculum reform.Therefore, this paper focuses on the research of teacher curriculum knowledge.Although this issue became the focus of educational study, but from the perspective ofthe existing research, aiming at the research of teacher curriculum knowledge of highschool is not deep enough, aiming at the research of high school biology teachers’curriculum knowledge is still a blank. Therefore, it is very necessary to research highschool biology teachers’ curriculum knowledge. Based on the basis of theoreticalanalysis, this paper paid more attention to the practicing exploration, investigated thecurrent situation of biology teachers’ curricular knowledge of high school in someareas of three provinces of the northeast and carried on the analysis of the presentsituation, while this paper analyzed the factors that influence keeping abreast ofcurrent biology teachers curriculum knowledge of high school. Finally, according tosome problems that investigational result reflected, referenced suggestions are puttedforward for government, school and teachers.This paper researches high school biology teachers’ curriculum knowledgemainly through the literature study, questionnaire investigation, interview and singlefactor variance analysis. First, defining related concepts by reading literature, andsummarizing and analyzing research status about domestic and international teachers’curriculum knowledge. Secondly,103high school biology teachers in some areas ofthree provinces of the northeast are investigated and analyzed by questionnaire andinterview method. Finally, the method of single factor variance analysis is adopted toanalyze the factors impacting high school biology teachers on grasping of curriculumknowledge. The survey results show that the curriculum knowledge of high schoolbiology teachers is rather bad; there are a certain degree of differences for curriculumknowledge of high school teachers between city and country. According to existedproblem of the high school biology teachers’ curriculum knowledge in the current, theauthor putted forward the corresponding suggestions for government, school andteachers.