"The Demand Of The Students Is My Pursuit."

New curriculum focuses on the students'development and teachers'professional development. But how do we promote teachers'professional development? Why don't some teachers know how to teacher students although they take the courses of psychology and education? Why do most of the teachers admit that the knowledge they acquire from many times'training of new curriculum isn't helpful to their teaching? Polanyi's proposal of "personal knowledge"shed light on the answers to the problems we are seeking. The theory of "personal knowledge"provides new cognition for the educators about the teachers'knowledge. In the minds of teachers, there exist two sets of knowledge. One is theoretical knowledge while the other is practical knowledge. Theoretical knowledge is a series of subject matters, educational knowledge, psychological knowledge, teaching methods and curriculum knowledge which is acknowledged by society and acquired from reading, attending to classes. Practical knowledge is a series of knowledge employed and showed by teachers in teaching. In the thesis, the latter kind of knowledge is called teachers'personal practical knowledge. Teacher's personal practical knowledge plays a vital role in their teaching. Firstly, teachers personal practical knowledge plays a filtrating role in the process of getting rational knowledge. Teacher's personal practical knowledge will filtrate the external information acquired by teachers and can guide teachers in using such kind of knowledge in their teaching. Secondly, teacher's personal practical knowledge can serve as a guide in teaching activities. When teachers are faced with complicated factors and cannot make a judgment, teacher's personal practical knowledge can help teachers overcome the deficiency of insufficient information and guide teachers to make a fast judgment, make decision and take actions. Seen from the above-mentioned things, the starting point of teachers'training and teachers'professional development should be the teachers'personal practical knowledge. While studying the "should"questions, such as "What should teachers know?""What capabilities should the teachers have?""How should teachers impart knowledge?", we need to study "What do teachers know in fact?""What practical capabilities do teachers have?""How do teachers actually impart knowledge?"etc. because teacher's personal practical knowledge is the starting point of teacher's professional development. Such research avoids the discrepancy of theory and practice. The study tries to come to the teacher's real life, exploring their personal practical knowledge from the perspective of teacher's instructional situation, teaching behavior, teaching language etc. Qualitative research needs the presence of the researcher in the spot and the researcher should collect information and make a comprehensive study of social phenomena to describe and understand specific social phenomena. Qualitative study can avoid the discrepancy of educational research and educational practice. Narrative research is one of the presentations of qualitative study. Narrative study can seize the situation, timeliness and subjectivity of research object and present the result in the stories. Readers can experience and enjoy the experience of the object and can get instructional significance. Therefore I chose narrative study to conduct my research on the teacher's personal practical knowledge in a certain teaching situation. The thesis describes the teaching and professional development and growing of Mr. Z', a Chinese male teacher in a key middle school. Through analyzing his stories of teaching and professional development, the author sums up his personal practical knowledge on the nature of learning process, the method of studying, the position of Chinese, the role of teachers and students constructed in teaching practice. From these, we can see that his personal practical knowledge is student-oriented. Through the stories in his life, we can know under a wider background the factors contributing to his personal practical knowledge. This thesis doesn't center on the construction of theories on teachers'personal practical knowledge, but focuses on the life stories of an average Chinese teacher in a middle school to explore his personal practical knowledge to strike the sympathetic chord and thought of the readers.