The Study Of Rural Junior High School History Teachers' Professional Knowledge Question

The rural junior middle school history teachers who need to take the initiative to construct their own professional knowledge structure can be competent for the new situation of history teaching practice under the background of history new curriculumreform deepening. For the rural junior middle school history teacher, what is the status of their professional knowledge?What is the gap compared with the teachers' professional knowledge standard ? How to develop professional knowledge in view of the existing gap ? There is important practical and theoretical value for the research of these questions.It is helpful to correctly understand the status quo of the rural junior middle school history teachers' professional knowledge structure,to speed up the rural junior middle school history teachers' professional development, to narrow the gap in history curriculum reform region.On the basis of literature analysis and research,using the survey method,themain form of the studyis based on questionnaires for data collection and selection of part of the interview subjects for the study of the carrier, the scope of questionnaire survey is N city in Henan province participating country culture plan of the rural junior middle school history teachers, of whom 135 were randomly selected teachers fill in the questionnaireinterview object.According to the requirements,five history teachers were selected from different angles of view.The obtained data analysis was adopted the combination of qualitative and quantitative analysis method,and the quantitative analysis is the main analysis method.Through the analysis of the cases N city in Henan province,the fact is found that the rural junior middle school history teachers' professional knowledge overall level is not high. From four specificdimensions:the best history of professional knowledge, theworst General character knowledge and the obviousinternal difference between knowledge dimension. According to the analysis of survey data and related research,the author thinks that these factors which restrict the development of the rural junior middle school history teachers' professional knowledge are mainly history teacher education,teachersthemselves,teachers' professionaldevelopment measures in three aspects.In the aspect of the history teacher education; In the aspect of the history teachers,it is mainly the lowprofessional treatment and the less professional knowledge updating opportunity,and some unspecialized teachers.These factors inevitably lead to a lack of historical consciousness of teachers' professional development.There exists the fragmentation phenomena in teachers' professional development measures which causes the rural junior middle school history teachers' professional knowledge development dilemma.To better promote the development of the rural junior middle school history teachers' professional knowledge,it is necessary to pay attention to history teacher education,the development of the teachers' self development,creating a harmonious environment in three aspects. In the aspect of history teacher education, it is important to strengthen the pre-service trainingand improve the mechanism of in-service education; In the aspect of teachers' self development, it is necessary to strengthen the teaching reflection and build education belief;In the aspect of the external environment,it is important for the education administrative department to improve policy design, making the effort to improve the rural junior middle school history teachers' professional knowledge development to create a good atmosphere.