The Research On Investigating Basic Subject Knowledge Of Geography Teachers In Middle Schools

The teachers' professional knowledge required in the Professional Standards for Secondary School Teachers(Trial),promulgated in 2011,includes educational knowledge,subject teaching knowledge,general knowledge and subject knowledge.Mastering the basic knowledge of the subject is particularly important for geography teachers to upgrade their subject knowledge level and adapt to the new curriculum reform.The basic knowledge level survey of teachers' subjects--the survey of teachers' basic knowledge of subjects--and the strategy of improving the basic knowledge of teachers' subjects are the main logical lines of this paper.This paper attempts to construct the basic knowledge level evaluation system of geography teachers,investigate the basic knowledge level of geography teachers by means of questionnaire and interview methods,diagnose the existing problems of the basic knowledge of geography teachers,and aim to provide reference for the theory and practice of the improvement of the subject knowledge level of geography teachers and the professional growth of geography teachers.In the past,the results of the research on the classification of knowledge in disciplines could not be directly used for the measurement and evaluation of knowledge level.Combined with the classification theory of geography knowledge of Professor Cao Qi and others,this paper initially establishes the framework for the evaluation of the basic knowledge of the subject,and finally establishes the three-level evaluation system of the basic knowledge level of the subject by consulting the expert opinions in the relevant fields.Based on the construction of the index system,this paper uses questionnaire method to investigate the basic knowledge level of geography teachers in different regions.The study found that there is still some room for improvement in the basic knowledge of geography teachers in middle schools,the basic knowledge of new teachers in the subject needs to be improved as a whole,the teachers have better grasp of geographical sensual knowledge than the knowledge of geographical rationality,and geography teachers have performed relatively poorly in geographical data knowledge,geographical evolution knowledge,geographical law knowledge and geographical causes knowledge.This paper interviews a number of former geography teachers and on-the-job geography teachers by interview method,and finds that the subject knowledge learning mode of pre-service geography teachers and on-the-job geography teachers is very different;This paper puts forward the macro and micro knowledge promotion strategies for teachers at different stages of development.At the macro level,pre-service geography teachers can continue to consolidate the geography knowledge of junior high schools,strengthen professional literacy at the graduate level,strengthen research-based learning,and strengthen knowledge learning in adjacent disciplines.On-the-job teachers can improve their literacy by moving the learning time of knowledge,effectively locating the weakness of knowledge learning blind spots,understanding the application of knowledge classification theory,and expanding the breadth of knowledge.At the micro level,teachers can continue to improve geographical sensuous knowledge from the aspects of clear learning objectives,application of memory strategy knowledge,attention to knowledge renewal,etc.,and can enhance geographical rational knowledge from the aspects of clever conceptual formation methods,strengthening the training of logical thinking ability,understanding subject thinking methods,etc.