Research On The Structure Of Teacher's Knowledge

For a long time, researchers have made an inquiry into knowledge, while a short time systematic study focus on teacher's knowledge. The systematic study started from 1980s in other countries and a little later in China. But most researchers talked about what knowledge should a teacher have while not the real structure of teacher's knowledge. So the question what knowledge does a teacher have becomes more and more important in the context of curriculum reform.This article criticizes the traditional standpoints on the structure of teacher's knowledge, reconceptualizes the knowledge, reconstructrues the system of teacher's knowledge and gives some advice for optimizing it on the base of the real state of teacher's knowledge.The thesis consists of five parts. Part one: introduction, simply introducing the background, methods and meanings. Part two: criticizing the traditional viewpoint on the structure of teacher's knowledge, posing the theme. Part three: reconceptualizing the knowledge, pointing out that the knowledge is uncertain, personal and tacit and even cannot be realized, inquiring the standpoints about knowledge of D.Polanyi, Friedrich von Hayek and Karl Popper. Part four: reconstructruing the system of teacher's knowledge which consists of seven parts. Part five: giving some advice to develop teacher's knowledge such as wakening the curriculum realization of a teacher, self-rethinking of a teacher and communicating with others.This thesis integrates theoretical analyses with the practical cases, which makes the readers understand clearer the real state of teacher's knowledge. So ultimately ii can bring new views for teacher profession development.