The Case Study On The Development Of Practical Knowledge Of Chinese Language Teachers At Primary School

The study on practical knowledge of language teachers at primary school is due to two aspects:Firstly, the chinese language is the main curriculum in primary school, which is not only the hard-hit area in examination oriented education at primary school, but also a most enthusiastic subject in teaching reform. Secondly, the development of practical knowledge of language teachers at primary school plays a very important role on teaching reform, as well as the whole new curriculum reform.The study takes "S" teacher at "T" primary school in Tieling city for the case, and selects flexible and open qualitative research method, mainly applies deeply interview method, classroom observation method, narrative method and so on in order to collect data. Base on the data, makes them preliminary order, category, number, archive and forms system, extracts useful information so as to find the deeply meaning existing in data.The thesis is mainly divided into four parts. In part one, writer cards, analyses, inducts the teacher's practical knowledge and relative research at home and abroad. Meanwhile, defines and explains the definition and content of teacher's practical knowledge. In part two, writer generally analyses the case from the basic situation of case, the development and inspiration of "S" teacher's practical knowledge three aspects. Firstly, explains the cause of taking "S" teacher for studying object, and analyses the main content on case. Secondly, generally analyses the development of "S" teacher's practical knowledge, deeply proves the developing process of practical knowledge through some teaching cases. Thirdly, writer thinks that the process and mechanism of the development of teachers' practical knowledge mainly have three aspects through analysing the development of "S" teacher's practical knowledge. First is the accumulation of knowledge and experience, second is the reflection of practice and self, third is sublimation of sentiment and ration. In part three, writer analyses the relative problems of the development of practical knowledge of chinese language teachers at primary school, and summaries that chinese language teachers must own basic qualities, that is deep cultural accumulation and strong straining capacity. There are four main factors affect the development of practical knowledge of chinese language teachers at primary school:First is the teaching experience of teachers themselves, second is the studying experience of teachers themselves, third is the level of managing theoretical knowledge, fourth is the cooperation of colleagues and experts. In part four, writer proposes that the process of development of practical knowledge of chinese language teachers at primary school has five steps. First step, Starting with new teachers, who develop into adaptive teachers. Second step, the adaptive teachers develop into knowledge-based, empirical and mixed teachers. Third step, the knowledge-based, empirical and mixed teachers develop into associate scholar teachers. Fourth step, the association scholar teachers develop into scholar teachers. Fifth step, the scholar teachers develop into smart teachers. These five steps have different developing base and condition, different developing goal and requirement, but at the same time, they confront different difficulties and barriers according to the different developing periods of practical knowledge of chinese language teachers at primary school, which performance the developing features of different periods. Finally, writer proposes that there are two ways in order to develop practical knowledge of chinese language teachers at primary school:First is teachers' teaching reflection, mainly includes teaching reflection diaries, teaching cases, teaching notes. Second is teachers' education and research, mainly includes educational narrative research, educational active research, teachers' school-based research.At the end of the thesis, writer concludes:First is educational research should combine theory with practice, so writer applies qualitative research method. Second is the practical knowledge of teachers is formed during improving experience, teaching practical activities are the soil of produing teachers' practical knowledge. Third is teachers should pay attention to their practical knowledge during usual teaching activities, strengthen teachers' practical knowledge is the only way of teachers' professional developing in our country.