Research On The Status Quo And Improvement Measures Of Geography Pre-service Teachers' Knowledge Structure Under The New Curriculum Background

With the the new curriculum reform constantly deepening in China, teachers as the most direct implementation in the reform, their knowledge directly affects the progress of the new curriculum reform. Just like other subject teachers, middle school's geography teachers undertake the responsibility to implement the teaching of geography curriculum. Their responsibility, ability and teaching level are the indispensable conditions for qualified geography teachers. Among them, the geography teachers' knowledge structure is the key factor to form the teaching ability level. There are a variety of ways to train the geography teachers' knowledge structure, however, the most basic way is pre-service training. Therefore, the geography teachers' vocational training has attracted much wide attention of the society and led to heated debate among academic. Theoretically, to study the pre-service geography teachers' knowledge structure theory can enrich the pre-service teachers' theoretical system. Practically, based on pre-service geography teachers' knowledge structure to study can also improve their knowledge structure and promote their professional development.This paper based on the teachers' professional development stage theories, construction theories and personal knowledge theories, through widely reading domestic and foreign related documents such as knowledge, teachers'knowledge, formation of teachers'knowledge, geography teachers'knowledge, pre-service teachers'knowledge, pre-service geography teachers'knowledge and so on. Then selected the second-year graduate students who major in geography education from 14 normal universities as sample. Through questionnaire and classroom observation to obtain the first-hand information and combining the qualitative methods and quantitative methods to analyze pre-service geography teachers'knowledge from four aspects that is the ontology knowledge, conditional knowledge, practice knowledge and cultural knowledge. At the same time, through questionnaire and the interview to explore the formation of pre-service geography teachers'knowledge. Then according to the investigation results of pre-service geography teachers'knowledge structure and the formation of their knowledge to analyze the problems and reasons that pre-service teachers'knowledge structure existed. On the basis of the analysis results and guidance of construction theories and starting from the cultivation of ontology knowledge, conditional knowledge, practice knowledge and cultural knowledge to propose corresponding measures specifically.This paper mainly discusses the problems in four aspects, specific problems are as follows:The first is the knowledge structure of pre-service geography teachers. Through the investigation the results can be draw that the mastery degree of geographic maps and geographic information technology knowledge and natural geographical knowledge is relatively poor in the ontology knowledge. The mastery degree of psychology knowledge is better than pedagogy knowledge in conditional knowledge. As for the practice knowledge, the majority of respondents have higher demands but the master of the practice knowledge are general. As for the cultural knowledge, the majority of respondents recognize that cultural knowledge are important for geography teaching, but the master degree are general.The second is the formation sources of pre-service teachers' knowledge structure. Through the literature research, the knowledge sources of pre-service geography teachers are divided into nine parts:the experience of the high school, college and graduate school courses, professional internships and training, communication with classmates and teachers, self summary and reflection, reading professional books and periodicals, net resources, writing geographical education articles, tutoring or teaching classes. Then investigate these nine sources through questionnaire and interviews. The investigation showed that the main knowledge sources of pre-service geography teachers are professional internships and training, self summary and reflection, communicate with classmates and teachers.The third is about the problems and reasons existing in the pre-service geography teachers'knowledge structure. Through investigation and interview the author hold the view that the problems that pre-service teachers' knowledge structure have are the imbalance of geographic ontology knowledge structure, the ability to apply the conditional knowledge is weak, the low level of practical knowledge but high demand on that, cultural knowledge need to enrich. The reasons of that problems mainly include: education curriculum of pre-service teachers has bias in the type of subject oriented, the teaching contents lack of target, professional practice and probation system is not perfect, pre-service geography teachers'awareness of learning is not enough.The fourth is the promotion measures about pre-service geography teachers' knowledge structure. On the theory of construction and set out from the ontology knowledge, conditional knowledge, practice knowledge, cultural knowledge to propose promotion measures separately. The measures to improve ontology knowledge are: reading geography books and professional magazines to enrich geographical knowledge; reading maps to consolidate regional knowledge; choosing flexible teaching methods to reinforce students' interests of learning geography; maintaining sharpness for geographical frontier dynamic. The measures to improve conditional knowledge are: improving curriculum system of conditional knowledge; changing the way of teaching and emphasizing the combination of theories and practices; choosing the representative books to read; doing more cooperation and discussion; inviting experts to make lectures; cultivating the consciousness and ability of education researches. The measures to improve the practice knowledge are:understanding practical knowledge of ourselves objectively and making a plan; combining the education theories and practices; normal colleges should to further strengthen the curriculum setting of practices; normal colleges should enhance the quality of educational probation and practice; sharing ideas with others through different ways; improving the external supervisor system; enhancing practical knowledge in the reflection. The measures to improve cultural knowledge are: dabbling in various fields of knowledge actively; strengthening the general education of normal colleges; carrying out reading activities and creating a good atmosphere.