Research On Strategies Of Improving Teachers’ Knowledge Structure Of Primary And Secondary Schools

The final purpose of education is for students’ overall healthy develop, the school education is themain body, teachers and their knowledge structure not only affects the implementation of teaching, but alsoaffects the health of the students. Students are the future and the successors of the motherland. The teacherhas what knowledge structure will influence more or less, or good or bad for the growth of the students. Inthis sense, improve the knowledge structure of teachers is not only the strict demands on teachersthemselves, but also the long-term strategy of revitalizing our country. With the development anddeepening of the new curriculum reform, teacher education is more and more important, teacher knowledge,especially the knowledge structure are facing new examination and challenges.However, research on teachers’ knowledge is rising in recent years. In foreign countries, this researchbegan in the80’s of last century. In China, our research relatively late, but most researchers are from theteachers should have what kind of knowledge to talk about this problem, namely the theory framework. Butthe lack of teachers “teaching practice” state concerned, good research on Teachers’ knowledge structure ofprimary and secondary schools so far has not been answered. In the background of the new curriculumreform, the teacher should have what kind of knowledge structure and practical with what kind ofknowledge which becomes especially important for primary and secondary school teachers. Therefore, weneed to review the knowledge structure of primary and secondary school teachers, in order to seek to findout whether to adapt to the new curriculum reform of primary and secondary school teachers, seek betweenteachers in terms of the knowledge structure and the ideal state of the structure gap, and improve theknowledge structure of teachers in primary and middle schools strategy.In this study, from the three aspects of ontology knowledge, conditional knowledge, practicalknowledge, to analyze the knowledge structure of teachers in primary and middle school. And throughquestionnaires and interviews and other methods, determine the actual teaching at present the teachers’knowledge structure is still lack of something and needs a variety of ways to improve, then be conducive tothe construction of teachers’ specialization committed to the primary and middle school teachers.This study is divided into five parts: The first part is the introduction. It includes the research reason, purpose, methods, the significance ofthe research problem and the innovations.The second part is the teachers’ knowledge structure theory, including the definition of the concept andtheoretical basis. Through combing and exploration the theory and the practical significance, pave the wayfor status and implementation strategy of teachers’ knowledge structure of the primary and middle schools.The third part is the survey and the analysis of current status of the knowledge structure of teachers inprimary and middle schools.The fourth part is using a mature structure system of teachers’ knowledge under the front part of thebackground, found the problems and analysis them.The fifth part is according to the above analysis result and the characteristics of knowledge structure,and put forward the corresponding strategies to improve the knowledge structure of teachers in primary andmiddle schools.