On Teachers’ Practical Logic

There is a great gap between the theory and practice on education. Therefore the teachers’ practical logic should be concerned. The research on teachers’ practical logic does not only promote the implementation on the reform, but also increase the understanding on the complexity in educational field.The Bourdieu’s theory of practice is chosen as a basic theoretical framework in order to a better understanding on teachers’ practical logic. Six teachers in two middle schools are samples in this research. The conflicts and resolutions in teachers’ teaching life are regarded as focuses, because they are benefit to show the key problems from different ways. The complexity of mechanism power and teachers` interaction can reflect the teachers` practical logic.Seven parts are composed in the dissertation, including the introduction, five chapters of the main body and the conclusion.Some issues have been overviewed in the introduction, such as the research origins, research objectives and significance, literature review, research design and methodology, research innovation and limitation.Two major questions are analyzed in the first chapter. In the first chapter, two questions are expounded. The first one is the relationship between the connotation of the teachers’ practical logic and some similar conceptions. The second one introduces the analytical framework and the application of the relevant theoretical basis in the research.Chapter two focused on the teaching practices in the power operation mechanism of field, which are controlled by different powers. At the same time, it shows the way that external power influences the teachers’ practice.Chapter three analyzes the teachers’ action. It shows the interaction between teacher and teaching field. Some general characteristics on interaction are found in this part. Thus multi-structural practice strategies are presented in the process of interaction.Chapter four refers to influence factors,generating stages and the essence of generation process, which are based on the teachers’ action.Chapter five finds irrational elements during the process of the teachers’ practical logic from overall aspects. Then some reasonable factors are searched by the aspect of aesthetics in order to enrich the teachers’ practical logic.The conclusion is a prospect of future research. It is important to understand the teachers’ practical logic through the complexity and localization views.