On Teachers' Teaching Experience

Teacher's teaching experience mainly refers to the daily teaching experience of the individual teacher and the accessed knowledge or skills as well as the regular method in the implementation of teaching, which is the sublimation of teacher's long-term teaching practice with the guidance of some teachering theories. We can get a further understanding of teacher's teaching experience with Bourdieu's theory of field and habit: from the perspective of static, teaching experience is the understanding and action plans formed in teacher's daily teaching practice, which is a structured structure; from the perspective of dynamic, teacher's teaching experience comes from the study, communication, practice, reflection and understanding of his daily education practice, which is a structuring structure.This study has an important practical significance and theoretical value.Practical significance: first, teacher's teaching experience is important to better teacher's teaching, which is the basis of teacher's professional development. Teacher's teaching activities is basically the process of his own teaching experience and the result of his teaching experience accumulated. Their disciplinary knowledge and educational theory will be internalized as teaching experience in his teaching practice. Second, teacher's teaching experience can make him do something in curriculum reform. The most important and direct way of teacher's teaching is the operation of curriculum. Teacher's teaching not noly duplicates classroom teaching in accordance with the national requirement, but also combines with his teaching experience in his classroom teaching. so, the teacher of rich teaching experience participating in the curriculum reform and implementation is realistic. Third, the investigation and analysis of teaching experience state can reflect the true morphology of this folk teaching methods, which will better guide the formation of teaching experience. Therefore, concerning teacher's teaching experience is of great practical significance.the oretical value: this study of teacher's teaching experience is different from the previous research and complies with the current educational research concerning teacher's personal life. It researches folk pedagogical implication from teacher's teaching practice, which is a positive response to education research discourse conversion. Therefore, this study is of great theoretical value.This study follows the realization route of what, why and how and sketchs out from the level of practice theory, ontology and epistemology.It mainly includes six parts: part one is a preface which introduces the status, origins and ideas on teaching experience.Part two is a general outline of teacher's teaching experience which gives us a brife understanding of its content, features and structure.Part three is a multi-dimensional perspective of teacher's teaching experience which tries to find out its theoretical roots from philosophy, hermeneutics, post-modern ideas, pedagogy and so on. Part four is about investigations and a case analysis of teacher's teaching experience in teaching practice which analyses the morphology of teacher's teaching experience in teaching practice, trying to learn about the value and improper practices of it. Prat five is about value cognition of teacher's teaching experience which reevaluates the value of teacher's teaching experience from the respective of teacher's professional growth, curriculum reform and education research. Part six is about strategy constructing of enhancing teaching experience which expands from the respective of teacher himself, schools, teacher education institutions and education researchers.Overall, part one, two and three of this study incisive theoretically and part four analyses from the practice, while part five and six blend the theory and practice.