我国高中物理准教师外源性知识结构的现状与分析

The Current Situation and Analysis on External Source Knowledge Structure of the Senior High School Quasi-physics-teacher in China

统整我国16年来有代表性的小学、初中、高中、大学四个学习阶段的课程，根据教学大纲（课程标准）、教科书、教学计划及教师教案，并按文化性知识、本体性知识、条件性知识和实践性知识对高中物理准教师在学校的习得知识进行统计分析。结果表明，我国高中物理准教师的知识结构形似台灯，层层环扣；整体来看，准教师具有坚实的文化性知识（72％），精深的本体性知识（21％），但条件性知识（4%）特别是实践性知识（3％）严重不足；知识总量按大学（38%）〉高．中（24％）〉小学（21％）〉初中（17％）的次序排列；虽然知识总量丰厚，但各类课程的设置特别是实施欠实效性和均衡性。

By overall arrangement of the representative courses in primary schools, junior high schools, senior high schools and universities during the past 16 years, we have carried out a statistic analysis for the knowledge acquired by teacher according to syllabus, textbook, teaching program and teachers＇ teaching plan according to culture knowledge, body knowledge, condition knowledge and practicality knowledge. It is indicated that the knowledge structure of high school physics teacher is similar to a desk lamp, which is arrested layer by layer. A teacher has a solid base of culture knowledge and body knowledge, which accounts for 72% and 21%. The condition knowledge （4%）, especially practicality knowledge （3 %） is badly deficient. The quantity of the knowledge is ordered as follows： university （38%）〉senior high school （24%）〉primary school （21%）〉junior hihg school （17 %）. The course arrangement is lacking in actual effect and balance.