Investigation And Research On The Subject Knowledge Status Of Senior Geography Teachers

With the continuous deepening of curriculum reform,teachers' subject content knowledge has attracted more and more attention.The "Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform of the Teaching Staff Construction in the New Era" pointed out that it is necessary to cultivated high-quality composite teachers with solid subject content knowledge.The "General High School Geography Curriculum Standards(2017 Edition)" also puts forward higher requirements on the subject content knowledge of high school geography teachers.Geography teachers subject knowledge refers to the main facts,concepts,laws,etc.of geography subjects.It includes both explicit knowledge of facts and concepts in geography,and tacit knowledge such as geography thoughts and methods.It is the basis for geography teachers to engage in teaching activities.So,how to determine the structure of high school geography teacher subject content knowledge,and how to measure the status quo of high school geography teacher subject content knowledge?These are all issues that geography educators need to study urgently.This study is based on the subject content knowledge of high school geography teachers.On the basis of literature review and expert consultation,the knowledge structure of geography teachers in high school is determined.Based on this,test questions and questionnaires are designed.The current situation of geography teachers in China is investigated,and the influencing factors of geography teachers' subject content knowledge are analyzed.The corresponding suggestions for the actual situation can be put forward.The results are as followed:First,the high school geography teacher subject content knowledge structure consists of three first-level indicators,six second-level indicators,and 24 three-level indicators.The high school geography teacher subject knowledge includes three basic indicators:subject basic knowledge,subject diachronic knowledge,and subject epistemological knowledge.Disciplinary basic knowledge includes perceptual knowledge and geography rational knowledge.Discipline diachronic knowledge includes geography history knowledge and geography progress knowledge.Disciplinary epistemology knowledge includes geography thought and geographic method.Geography-based knowledge consists of geographical names,geographic distribution,geographic data,and geographic landscapes.Geographical sensibility is composed ofgeographical concepts,geographical features,geographical laws and geographical causes.The history of geography is composed of the history of geographical discovery,the history of geographical maps,and the history of geographical ideas.Geography progress knowledge consists of development trends and frontier areas.Geographical thinking is composed of human-land relationship thought,integrity and difference thought,scale thought,process thought,regional thought and location thought.The geographic method consists of map method,geographic survey method,geographic field survey method,geographic experiment method and information technology method.Second,on the whole,the overall level of high school geography teacher subject knowledge is not high.The test results show that the average score of the teachers is less than 80%of the total score,and has not yet reached the excellent level,and the standard deviation is larger.Explain that the individual differences of different teachers are large.Moreover,the level of subject knowledge of high school geography teachers at different stages of professional development is different.The level of subject knowledge of outstanding teachers is significantly better than that of novice teachers and skilled teachers.Although the level of subject knowledge of mature teachers and excellent teachers is different,it is not obvious.As far as teachers are concerned,there is also a gap between their self-perception and actual level,which is mainly reflected in the basic knowledge of high school geography teachers.The teachers in the test think that they have a good grasp of basic knowledge,but this is not the case from the test results.This is particularly evident in the test results of geography rational knowledge.Third,gender,teaching age,professional title,development stage and other factors have significant influence on the subject knowledge of high school geography teachers.Among the high school geography teachers,the male teachers have better subject knowledge than female teachers.The teaching age,professional title and development stage are positively related to the knowledge level of high school geography teachers.The higher the teaching height of high school geography teachers,the higher the subject knowledge level,the higher the professional knowledge level of high school geography teachers,the higher the professional development stage,the higher the knowledge level of high school geography teachers.In summary,high school geography teachers need to recognize the importance of subject knowledge and pay attention to the continuous updating of their subject knowledge.At the same time,geography teachers should face up to the true level of their subject knowledge and timely check for missing vacancies.In addition,geography teachers in different professional development stages should pay attention to communication,learn from each other in communication and communication,learn from each other's strengths,and make progress together.In order to enable geography teachers to form a relatively complete subject knowledge structure before entering the job,colleges and universities should set up geography theory courses such as "Introduction to Geography Science" to lay the foundation for teachers' teaching after entering the post.Furthermore,the organizer of geography teacher training should also focus on the establishment of relevant courses on geography teacher subject knowledge,so as to make up for the lack of subject knowledge of high school geography teachers and optimize the subject knowledge structure.