The Study On Current Situation And Guiding Countermeasures Of The Knowledge View Of Middle School Teachers

Knowledge is the main teaching contents in the teaching process. Teachers’perceptions of knowledge, also called teacher’s knowledge view, affect the classroom teaching practice. In new curriculum reform for more than ten years later, it is necessary to do a survey on the knowledge view of teachers, then to explore how to guide the further development of teacher’s knowledge view and play its positive role in the teaching practice.This study shows the domestic and foreign related research about teacher’s knowledge view:the view of knowledge classification, the theory’s influence on education, the related study of teacher’s knowledge view, then explicit the connotation of knowledge view. On the base of broad collect materials, the knowledge view is divided into the essence view of knowledge (it can be divided into static and dynamic, the closed and open, external and internal three dimensions), the values of knowledge (it can be divided into one-dimensional and multidimensional, opposite and complementary two dimensions), the access view of knowledge (it can be divided into active and passive construction and acceptance two dimensions), and compiled the questionnaire and interview outline.In order to understand the teacher’s knowledge view and practical situation, this study selected120teachers of six middle schools from the LaiWu in this investigate. Through the analysis of questionnaire and interview materials, the present situation of the middle school teacher’s knowledge view of the problems are made clearly:1. The teacher’s knowledge view in general is not very ideal, at the same time each question has a range of options;2. Good knowledge views are not effective implementation to the teaching practice;3.The knowledge view of natural science disciplines teachers is relatively poor;4. The rural teacher’s knowledge view and practice are relatively weak;5. The teacher’s knowledge view of practice is questioned by the middle school teachers.Six reasons affecting the knowledge views have been obtained according to the relative factors influencing the teachers’knowledge in questionnaire and relative information in the interview. The reasons can be drawn as follows:1.The present evaluation system is not benefit for promoting and practicing the teachers’knowledge view;2.The way and manner of on-site training is not good for elevating the good knowledge view;3.The exploration and practice of good knowledge view was restrained by the old teaching tradition and custom;4.The teachers’knowledge view was influenced by the school culture naturally;5.The comprehensiveness of teachers’realization was restricted by the long time perceptions of the teaching;6.The practical conditions for applying the knowledge view in teaching were scarce.According to the above reasons, good countermeasures are put forward for the middle school teachers to guide them to further improve the view of knowledge.1.Changing the function and content of teaching evaluation and evaluation system of examination, in order to establish evaluation system of promoting good knowledge view and practice;2.To strengthen the communication of urban and rural middle school teachers, in order to reduce the gap between urban and rural knowledge view and change unpractical teacher training;3.Enhancing the teacher’s view of knowledge theory and organizing funny activities, to strengthen the theoretical attainment of middle school teachers;4. Increasing teachers’ interaction between different disciplines and broaden the scope of teachers’ knowledge of professional disciplines, in order to reduce teacher’s knowledge view differences between different disciplines;5. The establishment of campus culture, which helpful for teachers’ practice and communication, to form new teaching habits.6. Strengthen the analysis and research of the Knowledge view of practicality, to enhance the maneuverability and guidance of the teacher’s knowledge view.