The Study On The Generation Of Practical Knowledge For Student Teacher Teaching Practice As Substitute Teacher

Teaching practice is a pivotal step in teacher education, and it can promote the growth of teacher's practical knowledge. "Teaching practice as substitute teacher" is a new mode which unites "education supporting", "update" and "teaching practice" as one. It is a reform of teacher education system and promoting development of student teacher's practical knowledge is one important part of it. In order to improve the quality of teacher education, many normal universities and weak primary and secondary schools in rural areas form partnership by "teaching practice as substitute teacher".It needs to choose a proper perspective to keep the balance between reform and practice and guide the education for student teacher. This paper discusses the generating mechanism of student teacher's practical knowledge by choosing normal university students who participate "teachingpractice as substitute teacher", choosing the successful example--Feng-ping Middle School asthe study base and choosing student teacher's practical knowledge as entry point from two timedimension--the beginning and the end of "teaching practice as substitute teacher". In researchmethods, this study firstly gives out the definition of the practical knowledge and it's features, then studies the generation of teacher student's practical knowledge at the actual scene of teaching by combining qualitative research and empirical research, speculative exploration and empirical study; in theory, this paper discusses the effect factors, characteristics of development and the existing problems based on practical epistemology, constructivism theory and sociological theory, etc., providing a certain hermeneutic framework and practical strategies for teacher education.Firstly, this study theoretically defines the teacher's practical knowledge, considering the teacher's practical knowledge is the "alloy" of the theoretical knowledge and individual experience, which is building on theoretical knowledge and practical knowledge and it can be divided into different types. According to the complexity of practical knowledge, it can be divided into "theory-based practical knowledge", "skill-based practical knowledge" and "smart practical knowledge". The characteristics and nature of different types of practical knowledge are different. Teachers need to master different practical knowledge in different stages of professional development, which would require different ways of cultivation.Secondly, this study dose research on the actual state and the expected state of student teacher's practical knowledge from two perspectives. We consider that student teacher is a special group with the exception of qualified teachers who should have general practical knowledge structure and should also have some special practical knowledge from the view of "teaching practice as substitute teacher". The knowledge is not only essential for student teacher, but also the foundation for student teacher to develop more complicated practical knowledge in the process of teaching practice. In "teaching practice", "teaching practice as substitute teacher" is not only a better mode than any others, but also can achieve expected "targets". Empirical studies have shown that "student teacher" has a certain amount of practical knowledge and "student teacher" also consider "teaching practice as substitute teacher" make their ability be a full range of training. But at the same time, we find that there is a certain gap between the actual state and the expected state of student teacher's practical knowledge. Look into the reasons, the results showed that the external conditions for the generation of practical knowledge of student teacher has the following problems: (1) pedagogical courses are lack and practical courses is weak in normal universities; (2) the rural culture, ethnic culture in normal university "General Education" courses have been "marginalized"; (3) there is no actual effect in instruction and evaluations for teaching practice; and so on.Thirdly, for lack of external conditions for the generation of student teacher's practical knowledge, this paper makes some research on normal university curriculum adjustments, the reform of education mode for normal university students and strengthening the instruction and evaluation in the process of "teaching practice as substitute teacher", etc. To be specific, we suggest increasing the proportion of educational curriculum and the proportion of practical curriculum, and advocate that educational curriculum should be set down as the professional course; we suggest reforming the existing the mode of cultivation for students majoring in education in teacher colleges and at the same time, proposing a mode of cultivation:"5111";we also give suggestions mat normal universities and primary and secondary schools set up a high-caliber teaching adviser troops together to instruct student teacher continuously, and developing the connotation and the extension of evaluation for teaching practice. They are innovative.Lastly, although there are some problems in "teaching practice as substitute teacher", but it can exert a desired effect by improving it, and as time goes on, "education supporting", "update" will gradually fade out, "teaching practice as substitute teacher" will be gradually evolved into the integration of teacher education model, and will become one of the dominant modes of teacher education in our country.