A Study On The Strategy Of Generating Knowledge Of Primary School English Teachers

It is necessary for teachers to own rich subject matter knowledge, which can help teachers teach more effectively and achieve professionalism. In addition, rich teachers' subject matter knowledge can also further accelerate the new curriculum reform. Previous studies indicated that teachers'subject matter knowledge as an aspect of teachers'knowledge plays an important role in teaching and teachers'development. In this study, the author takes the primary school English teacher as the research object. First, for finding the breakthrough of this study and defining the content of subject matter knowledge, the author refers to plenty of literature to understand the relevant researches. Then, in order to discover the problems in the process of primary school English teachers'subject matter knowledge generation, the author uses the qualitative and quantitative method to do the research. In the quantitative phase, a questionnaire survey was conducted on 128 primary school English teachers in 15 primary schools in Xi'an. In the qualitative stage, the author uses random sampling method to select MingDe Primary School as the case study school. After that,stratified sampling method is used to select three teachers at this school as the object of interview and observation. Next, the author pays much attention to analyze the causes of those problems existing in the subject matter knowledge. At the same time, discuss the conditions its generation from interior and exterior. Following, on the basis of conditions, a model of primary school English teachers'subject matter knowledge generation was constructed. Finally, some strategies are given to deal with the problems in the process of teachers'subject matter knowledge generating, which can help teachers to generate subject matter knowledge better and lay the foundation for teaching effectively. Meanwhile, the author hopes the strategies may provide some references to teachers'teaching and training. This study can be divided in to five parts:In the first part, the author elaborates the reasons and significance of this research firstly. Then, from three parts:teachers'knowledge, English teachers' knowledge and subject matter knowledge, the author arranges and analyzes the existing research results. Next, define the the teachers'knowledge, teachers'subject matter knowledge and teachers' subject matter knowledge generation. Finally, the author shows the method of this studv.In the second part, the author mainly introduce three theoretical basis of this study: tacit knowledge theory, generative learning theory and SECI model theory.In the third part, the author mainly takes an investigation on the situation of primary school English teachers' subject matter knowledge. At first, the author uses the questionnaire survey to investigate the substantive structure knowledge and syntactic structure knowledge, including pronunciation, vocabulary, grammar, discourse knowledge and so on. Then, according to the observation in the classroom, the author collects some information about teachers'pragmatic structure knowledge and do some additions to the substantive structure knowledge. At last, the author uses the semi structural interview to understand the belief of the subject matter knowledge.In the fourth part, on the basis of the theories of this study and the results of the investigation, the author constructs a model of primary school English teachers' subject matter knowledge. This chapter includes three sections. First section shows the problems of teachers' subject matter knowledge generation and its causes. Second section analyzes the conditions of subject matter knowledge generation from interior and exterior. In the third section, the author constructs a model and explains it.In the fifth part, the author puts forward several strategies to deal with the problems in the process of primary school English teachers' subject matter knowledge generation. The English teachers, teachers' teaching and government are involved.