文章针对小学语文教师的职业属性、能力结构与知识结构展开论述,并对小学教师的能力结构与知识结构的各项构成要素进行分析,文中还提出了对于＂素质教育＂的涵义的独到见解。认为人的＂素质＂就是人的＂一般能力＂,而人的＂才能＂则是人的＂特殊能力＂,一个人的＂素质＂由＂本能＂与＂智能＂构成,本能应该是先天的生物性能力,智能则是由后天教育所赋予的社会性能力,如果除开人的先天本能（生物性能力）,所谓＂素质教育＂的本质就应该是＂智能教育＂,而我们的各级各类学校在二十余年间普遍提倡的＂素质教育＂大多倾向于开发＂特殊能力＂的＂特长教育＂。素质教育并不依托于教育者和被教育者的＂特殊能力＂（特长）,而是依托于教育者和被教育者的＂一般能力＂（智能）,而＂智能＂的两个必备要素正是文章所要讨论的＂能力结构＂与＂知识结构＂问题。%The thesis discusses the professional attributes,capacity structure and knowledge structure of Chinese teachers in primary school,makes a rational analysis of the essential composing factors of primary school teachers＇ capacity structure and knowledge structure and proposes unique opinion towards the connotation of ＂quality education＂.In the author＇s understanding,＂quality＂ is one＇s ＂general ability＂ while ＂capacity＂ is one＇s ＂special ability＂.One＇s ＂quality＂ consists of ＂instinct＂ and ＂intelligence＂.Instinct is one＇s inborn capacity while intelligence is a social ability endowed by education.Apart from the instinct（biological ability）,the nature of the so-called ＂quality education＂ should be ＂intelligence education＂,but the ＂quality education＂ advocated by schools in China for almost 20 years is apt to develop ＂specialty education＂ of one＇s ＂special ability＂.Quality education should not depend on the ＂special ability＂（specialty）,instead,it should depend on the ＂general ability＂ of both educators and the educated.The two essential factors of ＂intelligence＂ are the ＂capacity structure＂ and ＂knowledge structure＂ which are going to be discussed in the thesis.
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