The Investigation On The Professional Knowledge Of Biology Teachers In High School

From the1980s,The development of teacher professionalization has gradually became ainternational tide and trend, with the context of global education reform. Teachers’professional knowledge which is regard as the basis content of professional developmentinfluences the quality of teaching in some degree. Therefore, researching teachers’professional knowledge has a important meaning in developing the teacher’s profession andimproving the quality of teacher education.This paper is mainly based on the basic theory of teachers’ professional knowledge toinvestigate the status quo of professional knowledge about the In-service teachers and pre-service teachers with the subject context of biology. First of all, it is using the method ofliterature analysis to sort out the definition、structure and research status quo of teachers’professional knowledge, And then analysis and determine the core component of the biologyteacher’ professional knowledge: educational theory, curriculum knowledge, subjectknowledge and pedagogical content knowledge; Then according to the result of literatureanalysis, working out the questionnaire, investigating the professional knowledge ofbiological in-service teachers and pre-service teachers; Again, using SPSS statistical softwareto analysis data and interview the some of n-service teachers and pre-service teachers againaccording to the result of questionnaire.The results show that: the in-service teachers have reached the standard, basically fulfillthe requirements of teachers’ professional knowledge; The pre-service teachers’ performanceof professional knowledge is low, and the difference of pre-service teachers’ knowledge indifferent school is significant; the difference between In-service teachers and normal studentsin knowledge is significant.According to the result of research, the revelation is that: It should develop biologicalexpertise appraisal standards to investigate professional knowledge in time; Improve thecontent and mode of training normal Schools students, emphasizing the teacherscharacteristics; Improve the structure of teachers’ professional knowledge Update the contentand mode of in-service teachers; Promote the integration of teacher education.