Research On The Promotion Strategy Of Pre-service Teachers' Practical Knowledge Of Geography In Middle School

With the development of China's economy,the demands for education has become increasingly higher,among which school education is a significant part,and teachers play an important role in school education.The overall level of teachers would affect the quality of the whole school education directly.Therefore,it becomes a top priority for the teachers to improve their own professional development,as well as effectively improve the all-round,healthy,and individual development of students.For geography education,the demands for geography teachers is also increasing,since it requires higher geographic core literacy for the students with the release of new geography curriculum standards.Meanwhile,Practical knowledge plays an important role in the professional development of geography teachers,their professional development would be restricted,affecting the students' core literacy cultivation if they can't summarize their own practical knowledge and apply theoretical knowledge to the practice.Consequently,the formation and improvement of their practical knowledge is a paramount aspect for their professional development.As the reserve force of future geography teachers,the professional development of middle school pre-service geography teachers would directly affect the development of geography education in China.Therefore,the practical knowledge formation and improvement of them is extremely significant.Basically this paper can be divided into the following three parts:Part one illustrates the connotation,theoretical basis of practical knowledge,as well as the significance for education and teachers' professional development through the summary of it,laying a foundation for further research by the understanding of its development and importance.Part two is about the preparation,process and analysis of questionnaire surveys and questionnaire interviews,providing precise data for further analysis by the preliminary results of the questionnaires.Through a further analysis of the preliminary results of questionnaires and interview outlines,as well as relevant theoretical basis of practical knowledge,the third part concluded its acquisition process of middle school geography pre-service teachers,summarizing their deficiencies in understanding,acquisition and accumulation of practical knowledge.The fourth part proposed corresponding solutions for the conclusion in part 3,obtaining the relevant improvement strategies for practical knowledge of middle school pre-service geography teachers,as well as putting forward corresponding suggestions.This paper discusses the understanding and acquisition levels of practical knowledge in middle school geography teachers through a comparative study with experienced teachers,as well as the understanding,formation and mastery of practical knowledge in pre-service geography teachers.In this way,it would propose the corresponding solutions,providing specific suggestions for the practical knowledge acquisition and improvement of middle school pre-service geography teachers.The following strategies can be applied to improve the current status of pre-service geography teachers' practical knowledge through this study,facilitating their professional development.Firstly,it is essential to improve the education-related study with longer practice time.The second strategy focuses on the creation of pre-service geography teacher learning community.Last but not least,it is important to organize pre-service geography teachers for narrative research.This study is conducted for arousing future geography teachers' attention for practical knowledge,providing practical direction for professional development of future teachers.