The Development Research Of Chinese Teachers’ Teaching Practical Intelligence In Communicative Perspective

Teachers’teaching practical intelligence is the support and security to the Chinese daily teaching activities for Chinese teachers. And the Chinese teachers’teaching practical intelligence has the direct positive correlation to the development of Chinese teachers’ teaching literacy. The degree of development and the depth of the communication on Chinese teachers’teaching practical intelligence is the core and the key of measuring Chinese teachers’teaching literacy levels, and direct help to Chinese teachers’teaching quality of ascension. Based on this opinion, the dissertation attempts to focus on the Chinese teachers’teaching practical intelligence of communicational development problems as the following issues:Why should this dissertation want to research the development of the Chinese teachers’teaching practical intelligence in communicative perspective?What should we rely on to research the development of the Chinese teachers’ teaching practical intelligence in commuincative perspective?What practical intelligence should the Chinese teachers’teaching practical intelligence develop?How should the Chinese teachers’teaching practical intelligence be to realize communicational development?Among those questions, the first problem is a premise question, the second problem is a theoretical basis question, the third question is a noumenon question, and the forth question is a strategic question. In order to answer these questions, this dissertation starts to research based on literature survey, investigation and comparison. The present dissertation consists of the introductory part, four chapters and conclusion.The introductory part explains the raising of the questions and current research situation home and abroad. Besides, the research ways of thoughts, research frame of the dissertation and the major research methods applied are illustrated in this part.Chapter One surveys and reflects the development basic problems of Chinese teachers’teaching practical intelligence in communicative perspective. This chapter mainly analyses the development problems of Chinese teachers’teaching practical intelligence from person’s development and communicative development perspective. The dissertation thinks that the development of Chinese teachers’teaching practical intelligence exist these questions as passivity and closure no matter from reality, rational or practice. From the communicative development perspective, exploring the development of Chinese teachers’teaching practical intelligence indicates the transformation of the teaching practice paradigm, and has the vital significance to the Chinese teachers’professional development.Chapter Two is to study the theoretical basis for the development of Chinese teachers’teaching practical intelligence in Communicative Perspective. The present chapter first analyzes the starting point of development of Chinese teachers’teaching practical intelligence, and then explains the basis of existence on the development of Chinese teachers’teaching practical intelligence in Communicative Perspective with the aid of Marx’s communicative theory, Habermas’communicative activity theory, the dialogue theory of Bahtin and Martin Buber. Therefore, the present chapter analyses the intrinsic appeals of the development of Chinese teachers’teaching practical intelligence in Communicative Perspective from the Marxist theory of human s comprehensive development, subjectivity education theory about development of the main part of knowledge and life philosophy to the attention of the development in the field of development.Chapter Three is to analyze the development ontology of Chinese teachers’ teaching practical intelligence in Communicative Perspective. This chapter further discusses the connotation, elements, characteristics, structure and influencing factors. Based on the ontology, the dissertation tries to further development of internal, in order to further find paths and strategies of development provide a solid theoretical support and epistemological basis.Chapter Four explores the development path of Chinese teachers’teaching practical intelligence in Communicative Perspective. Combining with current research situation home and abroad, the chapter further discusses the development path from the teaching reflection, peer cooperation, excellent lesson and the student multi-dimensional communication etc. and put forward the concrete countermeasures of the research.The Conclusion clarifies in detail the necessity of development ontology of Chinese teachers’teaching practical intelligence in Communicative Perspective on the basis of reseach background, and holds the main conclusion, some shortcomings that the present study of this dissertation still exist, and the direction of research for this dissertation.