Survey On The Mastery Of Chinese Knowledge By High School Chinese Teachers In Aksu City

Language knowledge topic debated,look from the existing research,but there has been a concept of fuzzy,the scope is not clear,and the teaching contents disjointed problem,it is to see the importance of the language knowledge,most theorists researchers focused on the state of teachers and students of knowledge,think that the language teacher as organizers and a practitioner of Chinese teaching,the first thing to solve is not the problem of "how to teach",but "what’s the problem," but as for the language teacher should have what kind of language knowledge still stays in the aspect of its importance,for what should be "what" remains unresolved.It is a problem that should be solved in Chinese research to clarify Chinese knowledge and Chinese teachers’ Chinese knowledge,and to understand the current situation of Chinese teachers’ Chinese knowledge.By applying the method of literature review,this study pointed out that the language knowledge and language knowledge study status quo of Chinese teacher,and according to the characteristics of Chinese curriculum and the "curriculum standard" in the regulation,points out that the language knowledge is based on characteristics of Chinese curriculum,and ability,in the process of training students’ ability to memorization should know the language specification,concept,evaluation of phenomenon and the related rules of reading appreciation declarative knowledge.Chinese teachers’ knowledge of Chinese includes factual knowledge,conceptual knowledge,common knowledge and explanatory knowledge of how to analyze and appreciate the Chinese curriculum.Uses the questionnaire survey to the language knowledge scope of this study was to test the content,prepare the questionnaire,for6 high school language teacher aksu city,aksu city is located in the southern xinjiang autonomous region,belongs to the scope of southernxinjiang,generally at the secondary level in terms of education resources,educational condition,such as teachers,information receiving education resource allocation imbalance,especially in which teachers are uneven,to investigate aksu city high school teacher of Chinese language knowledge,and based on this perspective,grasp the current high school Chinese teacher’s overall level of language knowledge.In order to ensure the authenticity of the results,the interview method is adopted to understand the cognitive attitude and reality of Chinese teachers towards Chinese knowledge by centering on Chinese knowledge and combining with teaching practice.Results show that the aksu city high school teacher of Chinese language knowledge is not optimistic,understanding of the language knowledge fuzzy,large individual differences,the language knowledge module is not balanced,mainly lack of rational knowledge of the language system,lack of teachers in the training content,the curriculum knowledge,access to a single language knowledge,listing is unknown,such outstanding problems as their own language knowledge is not clear.In view of this,we draw lessons from famous teachers and related studies,combining with the specific status quo of Chinese teachers’ mastery of Chinese knowledge,and put forward the following Suggestions for improving the level of Chinese teachers’ knowledge: 1.To increase the content of teachers’ post-service training;Iii.Changing the professional way and attitude of lesson preparation;The necessity of standardizing teacher’s explanation;Strengthening the professional assessment of Chinese teachers;Provide a list of necessary language knowledge.