A Study On The Transformation Of Primary Teachers' Professional Knowledge

With knowledge economy era and even the advent of artificial intelligence era arriving,intellectual capital is becoming the primary capital of personal and social development.As typical knowledge workers,Teachers should achieve knowledge update through knowledge transformation on the basis of knowledge accumulation so that they can achieve self-reconstruction.However,for a long time,attention to teachers' growth and the knowledge base of professional development mostly rest on the relatively fragmented and static analysis of knowledge type and strategy enrichment,and less make dynamic analysis on transformation and processing of teachers' individual knowledge and their processing dynamic.To some extent,the biased and lagging study of teachers' knowledge restricts professional development of teachers.Exploring the individual knowledge generation and transformation mechanism of teachers have become the key to promote teachers' knowledge renewal and self-reconstruction.First of all,on the basis of the research on the transformation of teachers' knowledge,we follow the theory of Shulman's teaching reasoning and action model and constructivism,and the individual self-development rules to clarify the new comprehension of disciplinary knowledge,curriculum knowledge and teaching knowledge from entire,integrative,dynamic perspective,and then construct the model of professional knowledge transformation of primary school teachers.In this model,teachers as knowledge transformers,should promote their existed knowledge experience a series cycle and progressive transformation of disciplinary knowledge to curriculum knowledge(curriculumization),curriculum knowledge to pedagogical knowledge(teaching),and pedagogical knowledge to new disciplinary knowledge(disciplinization),to achieve the transformation of teachers' professional knowledge and self-reconstruction.Secondly,taking the model of professional knowledge transformation of primary school teachers as the theoretical reference,we self-compiled the primary school teachers' professional knowledge transformation questionnaire and interview outline.Through the survey of the status quo of the primary school teachers' professional knowledge transformation in Wuxi area,it is found that the professional knowledge transformation of the subjects is at a high level,but there are relative differences in the three stages of knowledge transformation,and there are some problems in each stage,which are embodied in the following aspects:1.In the course of teachers' professional knowledge transformation,the level of teaching is relatively high,the level of curriculumization takes the second place,the level of disciplinization is relatively low.2.In the course of curriculum transformation of professional knowledge,teachers' consciousness of self-construction curriculum knowledge system is weak and poor ability.In the teaching process,teachers are confined to empirical thinking,and follow the inherent teaching procedures.At the same time,they are lacking in corresponding theoreticalrefinement.In the process of the disciplinization,teachers lack knowledge construction and reflection consciousness on the basis of disciplinary standpoint.3.The problems in the three transformation stages have some influence on the overall effect of individual professional knowledge transformation,especially the process of disciplinization.In addition,the study also found that most subjects have less thinking about the generation of individual professional knowledge transformation cycles,and lack of deep understanding and awareness of the relationship between teachers;professional knowledge transformation and professional self-development.Finally,on the basis of comprehensive analysis of the research results,aiming at the problems existing in the transformation of primary school teachers' professional knowledge,the paper put forward the concrete strategy to realize the transformation of teachers' professional knowledge on the basis of the whole and taking into account the part:1.To deepen the rational cognition of teachers' professional knowledge transformation:teachers should improve the knowledge transformation awareness,clear their professional role;base on the origin of knowledge transformation,and implement the three main line of knowledge.Teacher also should use "defamiliarization" technology,and reflect the status of knowledge transformation.2.To improve the practical ability of teachers' professional knowledge transformation: In the course of curriculumization,teachers should construct the curriculum knowledge system;In the teaching process,teachers should choose appropriate teaching representation.In the course of disciplinization,teachers should comprehensively interpret the disciplinization reflection.