Study On The Knowledge Structural Optimization Of Rural Primary Chinease Teachers

Teachers are the foundation of education development. A highly professional teaching staff team is the key to cultivate talents,improving education quality and enhancing the comprehensive education standards for the country. Thus, as the new curriculum is undergoing constant reform, professional development for teachers has been nominated as the new focus in the contemporary education research; constitutes of professional knowledges for teachers have been the main factors that influence such development; besides, what kind of knowledge a teacher has mastered almost affect every aspects of his teaching.By summarizing and analyzing the existed research, the author found that, the current research mainly covers the classification of the structure, the application and the results; however, the optimization of the structure, the realistic research and the research on the process are not paid enough attention, In terms of such circumstances and the relevant existing problems, this paper aims at finding a scientific method to optimize the knowledge structure of primary school Chinese teachers in rural areas. Main methods in this paper are bibliography listing, questionnaire and interview. On the basis of listing relevant bibliographies, the author conducts an on-site study of knowledge structure for rural primary school Chinese teachers; and related analysis and discussion are followed after the questionnaire and the interview.The body of the paper consists of the introduction, theories, research and analysis and optimizing methods. The introduction listed the research question, the background and significance of the research, the purpose and methodology of the paper and the existing relevant researches both domestic and abroad. After that, the author analyzed those researches and put up with the basic theories of primary school Chinese teachers’ knowledge structure, In the third part, the author combined the methodology and the current situation for such teachers in rural areas, and listed affecting factors both internal and external. At last, the author put up with some recommended optimizing advice and methods, which can help to provide a new researching angle for the update and optimization of knowledge structure of rural primary Chinese teachers.