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Knowledge Conflict and Its Solution: Research on the Improvement of Rural Teachers Training

Author: WangYongKui
Tutor: RuanChengWu
School: Anhui Normal University
Course: Curriculum and Pedagogy
Keywords: Rural teachers Teacher Training Knowledge Conflict Teachers ' knowledge structure
CLC: G451.1
Type: Master's thesis
Year: 2011
Downloads: 134
Quote: 0
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Abstract


Build a scientific and reasonable teachers' knowledge structure, improve the quality of teachers in rural areas. Highly qualified teachers in rural areas is the key to improving the quality of rural education, and to ensure the smooth implementation of the new curriculum reform in rural. The main way to improve the rural teachers' knowledge structure, improve the quality of teachers in rural areas in-service training of teachers. However, China's rural service teacher training effect is far from ideal. Rural teachers do not recognize the-job training, training the knowledge content from the actual teaching, these knowledge content there is a conflict with their existing knowledge content; Thus, this knowledge is difficult to incorporate into their existing knowledge systems, and applied to teaching practice. This study is carried out against the the knowledge conflict of this kind exists in the in-service training of teachers in rural areas and a Graduate School of Education. The study used a combination of theoretical analysis and empirical investigation. Theoretical analysis to explore mainly from the following four aspects: rural teachers 'knowledge constitutes the theoretical basis of the analysis of postmodernism, constructivism and field theory; rural teachers' knowledge of composition that colleges knowledge, local knowledge and personal knowledge; rural characteristics analysis of teachers 'knowledge that is valuable, conservative differences, composite, local and national character; functional analysis that dominant feature of rural teachers' knowledge and implicit functions. The theoretical analysis to explore the deep-seated reasons behind the phenomenon from the point of view of logic and thinking. Empirical investigation using two forms of the questionnaire and interview survey knowledge conflict status quo in the training of teachers in rural areas to get first-hand information, and to ensure the authenticity and effectiveness of the research. Surveys and interviews focused on the following four aspects: the intellectual content of the concept of cognitive conflict; knowledge Values ??cognitive conflict; knowledge of the concept of cognitive conflict; the knowledge conflict led to the teachers and students of conflict. In this study, the results of theoretical analysis and empirical survey data, researchers come to the knowledge of the causes of conflict in the rural teacher training individuals from the knowledge of education, and the limitations of the education field, trainers and teachers in rural areas of difference and training mode appropriateness low four aspects. Based on the above reasons, the study proposed four Digestion knowledge conflict, improved training strategy: to establish a correct concept of educational knowledge; the conversion education field, enhance training and exchange; improve the quality of trainers to meet the reasonable demands of the rural teachers; implementation of the \type of innovative training mode.

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