Teacher Situated Knowledge In High School English Course

With the professional development of teacher, more and more attention is paid on this area in our country. Teachers will confront new problems and challenges on their knowledge. The teachers' knowledge not only has an important influence on perfecting and improving themselves, but also on the students' future development.By sorting and analyzing the traditional teachers' knowledge, together with some analysis on the nature of it:relying on the development of the teacher professionalism and the whole background of the reforming of high school English curriculum; through cases and documents analysis, this study concretely discussed the usage of the teachers' episodic knowledge and its critical role in teaching. These are beneficial for us to explore the teachers' knowledge structure further. Besides, to improve and enrich the knowledge structure, some feasible suggestions are proposed.This paper is arranged as five parts. The first part is introduction, which mainly describes the origin and the significance of this study (Trying to reveal the nature of the teachers' knowledge, emphasizing an overall understanding on the knowledge, enriching the knowledge structure and providing some ideas on it). The second part is the review on the research of the teacher knowledge, on the basis of retrospection and summary about the former study, three issues are raised. Then, the paper states some research methods and so on in the third part, pointing out the selection of the cases paper used and the specific operational procedures, etc. The fourth part attempts to obtain some results from the cases, reviews and documents analysis. At last, the final part is the conclusion of the paper. This study suggested that the teachers' knowledge consists of two aspects, namely, the knowledge of the teacher's discipline education and the teacher's personal knowledge. And teachers' episodic knowledge is the significantly important context of the teacher's personal knowledge, where we introduced some cases which help us make emphasis on teacher education and teacher's episodic knowledge. Through the research, it can be found that teachers' situated knowledge can be aware and exchange in some specific context. It is not completely silent. In the background of high school English curriculum reform which emphasize students' full development, teachers' situated knowledge play a more and more important role in the classroom instruction and has great contribution for teachers' knowledge structure.