Dissertation > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers

The Rural Middle School Teachers’ Knowledge Structure Research under the New Curriculum Background

Author LongQiongFang
Tutor HaoMingJun
School Chongqing Normal University
Course Curriculum and Pedagogy
Keywords rural teachers new curriculum knowledge structure Shulman
CLC G635.1
Type Master's thesis
Year 2013
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Until2013, aware of our country in the new curriculum reform has been carriedout for ten years. Under the background of the new curriculum, teachers’ knowledgestructure of rural teachers with new opportunities and challenges. For a long time,China’s education development level present regional differences. Especially in remoterural areas, their education level long-term behind the city. So, the new curriculumreform of rural teachers teachers’ knowledge structure which put forward newrequirements? The existing rural teacher structure whether perfect? If not perfect, havewhat problem need to solve? In view of the above problems, the author visitedchongqing xiushan tujia and miao autonomous county of ten rural middle school,100questionnaires distributed, and a lot of on-the-job rural middle school teacher discussion.In the mastery of the amount of data at the first premise, the author analyzes thestructure of the questionnaire and interviews, the causes of the results of the analysis,and put forward the solution.This paper structure is as follows:The first chapter is introduction, mainly introduced the origin, research design andresearch background and significance.The second chapter for the rural teachers’ knowledge structure research presentsituation, through the literature at home and abroad, the author discusses respectivelythe knowledge structure of the research present situation, the knowledge structure of theresearch present situation, the research status of rural teachers. Finally, the author putforward in this paper, the theoretical basis of the state teachers knowledge structure.The third chapter for the new curriculum reform of rural middle school teacherteacher knowledge presents new challenges. The paper first discusses theimplementation of the curriculum reform in China’s rural problems; Then the paper ofcurriculum reform of rural middle school teachers’ knowledge structure puts forwardhigher requirements.The fourth chapter for this theme part, the author analyzed the questionnairestructure, it is concluded that the rural middle school teacher In the subject knowledge, general pedagogical knowledge, curriculum knowledge,subject pedagogical knowledge, learners and learning characteristics of knowledge,education situation knowledge, education philosophy values such as the knowledge ofseven aspects of teachers structure level. Finally, the author puts forward his own viewssurvey structure.The fifth chapter is summary part, give a summary to the full text, and putsforward some Suggestions.

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