A Study On The Situation Of Non-normal Class Teachers’ Knowledge Of Rural Primary And Secondary Schools

With the promulgation of the teacher qualification system,more and more non-normal teachers have entered the teaching team through the teacher qualification examination,and have become an important part of the teaching staff.Non-normal teachers is an "outsider" identity before entering the ranks of teachers,there are differences between their teachers and teacher in class teaching ability,teacher identity,teaching skills,teaching knowledge and education,which is the most obvious in their knowledge on the difference.The main purpose of establishing the system of teacher qualification accreditation is to break the closed training system of teacher education,diversify the sources of teachers,attract more talents to teach,so as to improve the quality of teachers and promote the professionalization of teachers.Based on the above reasons,the author believes that non normal teachers must have their advantages.Therefore,researchers from the teachers’ knowledge of ontology knowledge,conditional knowledge,practical knowledge and general situation of the non-normal teachers knowledge four aspects of knowledge were investigated,and further research on the impact of the professional development,aiming at the existing problems from the state,schools and teachers in three aspects put forward suggestions.This article mainly includes the following five parts:Introduction: the research background of the paper is put forward from three aspects: the promulgation of teacher qualification certificate,the difference in pre service training and the contrast in reality,so as to put forward the research problems of the thesis,to define the core concepts of knowledge and teachers’ knowledge,to review the teachers’ knowledge and non-normal teachers,and to elaborate the research.The first part mainly expounds the important function of teacher knowledge to teachers’ professional development,including the influence of knowledge view on education,the knowledge of teachers,the foundation of teachers’ professional development,and the difference between pre-service training of non-normal teachers and normal teachers.The second chapter sorts out the main process of the study.The teacher,using three methods of questionnaire survey,interview survey and classroom observation,carried out investigation and research,and presented the results from four dimensions of ontology knowledge,conditioned knowledge,practical knowledge and general knowledge.The third part mainly analyzes the development of non-normal teachers’ knowledge in different stages.Meanwhile,it compares the knowledge of non-normal teachers and teachers in terms of subject cognition and classroom management.The fourth chapter,in view of the problems existing in the knowledge of non-normal teachers and their professional development from the external environment-the school and the internal factors-the teachers’ own two aspects,put forward suggestions to optimize the development of teachers’ knowledge,so as to improve the knowledge structure of non-normal teachers and promote the professional development of non-normal teachers.