A Comparative Study On Teacher Knowledge Of Novice And Proficient Primary School Chinese Teachers

Education is the foundation of the most important project lasting for generations and teachers are the foundation of education.As the first resource for the education development and the important cornerstone for national prosperity and rejuvenation and people's well-being,teachers shoulder the historical mission of spreading knowledge,thoughts and truth and undertake the responsibility of shaping the soul,life and people.The practice of quality-oriented education in recent 30 years proves that the key to effective teaching lies in the improvement of teachers' quality,the key to the improvement of teachers' quality lies in the development of their profession,and the key to the development of their profession knowledge lies in the development of their professional knowledge.Ever since teachers' knowledge was put forward,many researchers at home and abroad have done relevant researches on it from the theoretical and empirical aspects.The researches on teachers' knowledge done by Chinese researchers mainly refer to and imitate the foreign research results with a focus on the empirical research in mathematics,chemistry and other science fields which lacks "local" characteristics.While paying too much attention to teachers' subject teaching knowledge,the research framework of teacher knowledge is not comprehensive enough.The Chinese language subject is always a subject with strong Chinese characteristics,so it is of great practical significance to study the teachers' knowledge of subject teachers of Chinese language.This study conducts an in-depth comparative study on teachers' knowledge of novice and proficient primary school Chinese teachers by using the method of literature research,classroom observation,interview and content analysis to find out the characteristics,differences and causes of the differences between the novice and proficient primary school Chinese teachers.In the theoretical part,through organizingrelevant researches,the study determines the purpose and significance of this study,builds up the theoretical framework of teacher knowledge taking the widely accepted and applied Lee Shulman's teacher knowledge framework as the theoretical basis and integrating a number of relevant research results of teachers' knowledge,and defines and has reflections on the concepts of primary school Chinese teacher,novice teacher,proficient teacher,teachers' knowledge etc.In the empirical part,the study chooses one novice primary school Chinese teacher and one proficient primary school Chinese teacher from the same grade as the research objects,collects data through classroom observation,interview and other methods,and analyzes the data through frequency statistics,continuous comparison and in-depth analysis.Firstly,frequency statistics and analysis of the dimensionality knowledge of the two teachers reflected in the teaching design,classroom teaching and the interviews before and after class is carried out,and then the overall structure diagram of teacher knowledge of the two teachers is drawn.It is found in the study that the novice teachers pay more attention to the subject content knowledge and the general teaching method knowledge,and their curriculum knowledge is obviously weak without much horizontal curriculum knowledge which results in an overall deficient and unbalanced structure of teacher knowledge.Proficient teachers give the most consideration to the knowledge of students and their characteristics,followed by the knowledge of subject content.The difference in each dimension of teachers' knowledge of proficient teacher is small,and the overall structure of teachers' knowledge is in a complete equilibrium.In summary,to begin with,proficient teachers have richer knowledge and better overall level in teacher knowledge than novice teachers;secondly,by in-depth qualitative comparison in different dimensions of teachers' knowledge of the two teachers,that is,the general pedagogy knowledge dimension,subject teaching knowledge dimension,students and characteristics knowledge dimension,curriculum knowledge dimension,subject content knowledge dimension,knowledge education philosophy dimension,the study finds out that there is a big difference between novice teachers and proficient teachers in the dimensions of teachers' knowledge;finally,based on the analysis of the causes of the teachers' knowledge differences between the novice and proficient primary school Chinese teachers,the study comes up with some practical suggestions on the development of teachers' knowledge of primary school Chinese teachers from two aspects—teachers' internal self-improvement and external support.In terms of internal self-improvement,it is suggested that teachers should establish a development vision,and develop teaching practice and professional reading simultaneously;lay emphasis on summary and communicating,and build up a community of teacher knowledge development;beware of job burnout and balance the conflict between work and family.In terms of external support,it is suggested to guide the development of teacher knowledge and create a shared school culture;attach importance to the in-job development of teachers and improve the guarantee and incentive mechanism;promote continuous teaching and ensure the integrity of teaching process.