A Study On Practical Knowledge Of Classroom Management Of Primary School Teachers

Since 1990's, teacher's practical knowledge has come to domestic researchers' view as a kind of unique knowledge pattern. Being different from teacher's knowledge in traditional study, teachers'practical knowledge pays more attention to "actual status" instead of "module status". Study on practical knowledge does not pursuit for "Conceptualization" or "Generality", but aims to explain the knowledge presented during teachers'teaching process by using practical discourse which is full of individual experience. Teachers practice to get the knowledge, which is a kind of wisdom, is helpful to solve problems, closely connected with specific situation, full of complexity and uncertainty, and generates various judgment and decision referring to diverse situation. In recent years, realizing the importance of teachers'practical knowledge in professional development, more and more scholars focus on researching it. However, the author finds that domestic professors put more emphasis on studying the content of teachers'practical knowledge integrally, which lacks of the study on content branch deeply and systematically. Hence, the author concentrates on studying on Teaching Management—the specific level of teachers'Practical knowledge, and aims to tell the truth of practical knowledge of classroom management which is hidden behind the classroom management behavior.Studying on individual case of Miss H who is a Chinese language teacher in Primary School, by taking the mode of field observation, interview, file material analysis, and narrative inquiry, and so on, this essay describes and analyzes the practical knowledge of classroom environment, classroom routine, student management and teaching management. And the essay, analyzing the individual factors and environmental factors which affect the formation and development of practical knowledge of classroom management, proposes three methods in training teachers, cultivating introspection consciousness and doing school-based research, to optimize practical knowledge of classroom managementThis paper can be divided into the following four parts:PartⅠ, the paper briefly introduces the reason of choosing the theme, the purpose and importance of research, and the idea and methods of this research.PartⅡ, the paper defines the core concept of the study, and then summarizes the situation of study of the Practical Knowledge of Teaching Management at home and abroad, and finally finds the theoretical basis of legality and feasibility in carrying out the practical knowledge of classroom management.PartⅢ, as the main body, the thesis studying on Miss H, an excellent teacher of Chinese language in Chongqing City, deeply represents her practical experience and behaviors in class management, and constructs her practical knowledge of classroom management.PartⅣ, on the basis of these studies, the final part analyzes the emergence and development influence factors of practical knowledge of classroom management, and proposes optimization approach.