The Study Of The Status And Factor Of Primary Teachers’ Knowledge Of Educational Contexts

The New Reform has been carried out for over ten years. The teacher, one of important element of education, has gained more and more attention and research on teachers’ knowledge is more in-depth. However, research on Knowledge of Educational Contexts, one indispensable part of teachers’ knowledge, is few. Professional development of teachers depth study of teachers’ knowledge requires us to clarify the concept of knowledge of contexts and further reacher.The study based on theories reseach on Teaching Knowledge, clarifis the concept of Knowledge of Educational, by analysis of literature. The study analysis the current situation of pre-primary teachers’ and primary teachers’ Knowledge of Educational Contexts through analysis of the questionnaire.And the study find that the basic features of knowing the Knowledge of Educationgal Contexts of pre-primaty teachers and primary teachers.si that they know more about classroom and school, where is near them.But, they know a little about outside-school, community and region. The levels of Knowledge of Educational Contexts of head teachers is higher than non-classroom teachers’ evidently.In addition to, the level of Knowledge of Educational Contexts of language teachers or mathematics teachers is higher than other teachers.There is a significant between head teacher and non-classroom teacher in the level of Knowledge of Educational Contexts. The level of Knowledge of Educational Contexts of head teacher is higher than non-classroom teacher.What’ s more, the level of Knowledge of Educational Contexts of teacher in city is a litter higer than the teacher outside city.Through interview survey, the study finds that the training model of pre-primary teacher, internship experience, education concept are the important factors that affect pre-primary teachers’ status of understanding of knowledge of contexts. And, limitations of time and energy, the lack of a sense of responsibility, lack of channel of understanding, community with few education role in primary education are major factors that affect primary teachers’ status of understanding of knowledge of contexts.The author propose to set a specialized course to improve pre-primary teachers’ level of understanding of knowledge of context. To improve primary teachers’ level of understanding of knowledge of context, we should establish comprehensive student records, change attitudes treated teachers,teachers take responsibility, and primary school play a good role in helping teacher to understand knowledge of contexts.