Explore The Structure Of History Teachers Knowledge For Middle School

Academic circles have been dynamic discussion of intellectual equipment, while theresearch on teachers’ knowledge structure has been tepid. Abroad, in the1980s knowledgestructure of teachers begin to be studied. Domestic, started relatively late, the direction of theresearch are mostly of teacher knowledge reserve theory, knowledge of teachers demand inthe actual structure constitute less attention. With the constant progress of The Times, thestudents desire for knowledge of history both in depth and width to unprecedented high, sothe middle school history teachers should possess the knowledge structure already becomesparticularly important in this situation.Knowledge structure refers to a person after special training with the composition ofknowledge system and combination method. Reasonable knowledge structure is the necessaryconditions for career. Middle school history teachers’ knowledge structure is necessary tohistory teaching for its knowledge system. Middle school history teachers in knowledgedissemination, and on the teaching methods always updates and changes gradually, theinevitable requirement that middle school history teachers to adapt to the new teachingrequirements, and constantly update their knowledge system, optimizing the structure ofknowledge.Jinzhou district was the national middle school more developed regions, especially oncesecondary vocational education is in the leading position in the country. In terms of middleschool basic education, Jinzhou area also has its own features. In Jinzhou area of three cities,for example, to explore middle school history teachers’ knowledge structure characteristics, tofind problem, put forward countermeasures, to explore the whole middle school historyteaching of middle school history teachers’ knowledge structure and has more practicalsignificance.