Research On The Teachers’practical Knowledge In The Classroom Teaching Horizon

This research, adopting the qualitative research, from the perspective of classroom teaching, on the basis of discussing the connotation, construction and characteristics of teachers’practical knowledge, through the comparisons among expert teachers between experienced teachers and new teachers, analyzes the foundation, essence and process of practical knowledge applied by teachers in classroom teaching, meanwhile, through deeply analyzing the internal structures on espoused practical knowledge of expert teacher-Ms Wang, probes into the deep-seated reasons of knowledge application.This thesis comprises six chapters. Chapters 1 to 3 expound the basic research methods and theoretical framework. Chapters 4 and 5 make a comprehensive analysis and interpretation about qualitative documentation. Chapter 6 presents us the findings and suggestions of this research. Chapter 1 introduces the origin and significance of this research and reviews the relevant literatures. Chapter 2 systematically discusses the research process applied by qualitative research and the researcher’s reflections. The innovation in this part lies in the discussion for sorting documents and analytic process of qualitative material. It is found out that the essence of documentary analysis in qualitative research is the concentration and retrieve of documents, as well as the definition and classification of some related concepts. The process of documentary analysis can be divided into three phases including preparation, demonstration and conclusion, and that documentary analysis can be accomplished by reading documents repeatedly.On the basis of data analysis, the grounded theory derived from empiric documents can be established by the application method of Grounded Theory. Chapter 3 introduces the theoretical foundation of this research from the aspects of change and establishment of knowledge outlook, formation of practice view and development of cognitive-psychology, and expounds the, connotation, construction, characteristics and applied cognitive principles of teachers’practical knowledge. The research shows that teachers’practical knowledge can be defined from both broad sense and narrow sense. Teachers’practical knowledge in broad sense refers to teachers’self-assured or self-used life-curriculum knowledge on the basis of their own individual practice, while teachers’practical knowledge of narrow sense means teachers’knowledge in practice adjusted to solve practical problems in accordance with the practical situation. According to the definition of practical knowledge and action theory of Chris Argyris &Schon, D. A., teachers’practical knowledge can be divided into espoused practical knowledge and in-use practical knowledge. What’s more, in-use practical knowledge can be further subdivided into practical knowledge in brain and practical knowledge in practice, in which, practical knowledge in practice is the very teachers’practical knowledge of narrow sense. This research holds that the practicality and individuality are the essential characteristics of teachers’practical knowledge with its application characteristics as situation, instantaneity, integrity and experience. Chapter 4, mainly from the perspective of practice, through comparisons among expert teachers, experienced teachers and new teachers, studies the issues about teachers’applying practical knowledge in classroom-teaching context, in which what in discussion is the practical knowledge of narrow sense, that is, the existing knowledge in practice. This research indicates that, under the situation of classroom teaching, teachers accomplish the interpretation, construct and introspection of their teaching mainly through the application of practical knowledge; through the comparisons among teachers, this research discovers the foundation, crux and essence of teachers’application of practical knowledge in classroom teaching. Another, finding is that in-use practical knowledge is the premise and foundation of teaching practice and classroom teaching is the effective way to mature and generate teachers’practical knowledge. If chapter 4 analyzes the issues from aspect of surface, chapter 5 starts with spot to excavate deeply the secret behind teachers’actions in classroom teaching. This thesis, on the basis of studying internal construction of espoused practical knowledge by expert teacher Wang, makes a depth analysis about the deep reasons in term of the teachers’decision in class and knowledge application in class from the perspective of individual. This chapter mainly focuses on the practical knowledge in broad sense, that is, the espoused practical knowledge and its usage. This research discovers the formation mode of espoused practical knowledge which plays a guiding and normative role in classroom teaching, and determines the administrative levels and realm of teachers’classroom teaching. Chapter 6 summarizes the major findings from this research and puts forward some tentative suggestions.Basing on the empiric documents, three grounded theories have been founded: 1. Knowledge community is the formation mode of teachers’espoused practical knowledge in individual; 2. Knowledge pattern is the application foundation of teachers’in-use practical knowledge in practice; 3. Arbitrary usage of practical knowledge with over circumstances by teachers in the classroom teaching is the key point of constructing teaching.