The Practice Character Of A Teacher

The seperation of theory and practice exists for a long time in the education of our country.The study on teachers' practice character is advanced for the reason that primary and secondary school are in the teaching delema.The paper is based on the concept of "practice",refers to the findings of western philosophy on this topic,especially,absorbs the unique insights of Chinese traditional culture to practice and takes "practice" as the center of teachers' growth.In the process of the development of teachers specialty,practice is the motivation,improving practice is the aim,the intelligence is the hightest demand.And the development of teachers specialty embodies in improvement and maturity of practice.Based on above,the paper turns to practice philosophy,education situation and the thinking method of psychology and practice theory,deeply analyzes the composition of teachers "practice character" from the perspective of cognition,ethical and the generation of intelligence. The paper holds that the practice wisdom is the desired goal of teachers practice,explores the path and strategies of the generation of the wisdom of teachers practice and advances the patterns of teachers' practice character and the reform direction of teacher education and establishes the "learning- practice community" of the cooperation between universities and primary and secondary schools.The paper divides into three parts including 7chapters.The first part is the introduction and the interpretation to the basic concepts in this paper,which is made of chapter 1 and 2.The second part discusses the teachers practice character from the levels of the ethical,cognition and practice wisdom, which is composed of chapter3,4 and 5.The third part explores the cultivating methods and strategies of teachers practice character at micro and macro levels,which contains chapter 6 and 7.The basic content and main viewpoints of this paper are as follows:Chapter 1 is an introduction.It is about the cause and research methods of the study.This part examines the current situation on this topic at home and abroad,makes an analysis of the tendency about the proposition and points out that the path of the paradigm shift.Chapter 2 is the interpretaion to the basic concepts in this paper.Based on practice,the paper refers to the findings of western philosophy about practice and argues that different points are concerned in the process of interpretating the concepts of practice between weatern philosophy and Chinese traditional culture.The ethical,individuality,process and harmony are emphasized in Chinese traditional culture.Teachers practice character is influenced by the Chinese traditional practice concept. Chapter 3,4 and 5 discuss the ethical,cognition,wisdom and the feature of practice respectively. And they explore the strategies and ways of developing character,improving cognition and increasing wisdom in the education and teaching practice.Chapter 6 elaborates the formation of teachers practice character from the perspective of the micro angle inculding ways such as the strengthening of self-cultivation of individual teacher, carrying out school-based research,self-reflection to promote the quality of practice.School should create a free and democratic cooperation in culture,found the teachers learning organization,set up the developing teacher evaluation mechanism to contribute to the improvement of teachers practice.Chapter 7 claims that the basic pattern of developing teachers practice character is to establish "learning-practice community" of the universities and primary and secondary schools from the angle of teaching reform.The chapter takes the school pattern of American teachers major,and specialty developing pattern in British primary and secondary school and "practicing as a teacher and a two-way internship training" in Xin Yang Normal University in our country for example to analyze the present education reform trend.Analysis focuses on how teacher education institutions to build a platform and set up a "learning-practice community" between universities and primary and secondary schools to connect pre-post integration of education and building "job-site-based" learning mechanism to offer system support for the teachers' combination of both theory and practice and lifelong development.