Research Of The Personal Practical Knowledge Of The Excellent History Teacher

As the high school education becomes popular, which affects people deeply; high school education will attract more attention from all works of society, especially from the students and their parents. Compared with the past several normal high school curriculum reforms since 1949, this time is dramatic. The experiment work is especially complex and huge, which presents a great challenge to the school's idea, system, faculty, resources and so on. High school teachers constitute the main force of the new curriculum building. The new curriculum experiment must depend on those teachers. High school curriculum is founded, enriched, and developed through high school teacher's creative teaching. There is sure a course for teachers to understand, familiarize and creatively practice. This is a course for teachers to learn,study and also grow up and develop.The teacher professional growth is that teachers have learned how to teach and play relevant roles in their teaching lives. It is the process of socializing teacher. Teachers'personal practical knowledge is the base of the teachers'professional development, which is important to their professional development. The teachers need teachers'personal practical knowledge. This is the path of teachers'professional development.By studying the personal practical knowledge of an excellent senior high school History Teacher in narrative way, getting the practical knowledge, and paying special attention to good experiences, this thesis to find out ways of being a professional history teacher. There are three parts in this thesis:The first part mainly introduces the cause of the research, the meaning of research, and the methods of research, concludes the wenxian of personal practical knowledge of the history teacher, and analyses the character of personal practical knowledge of the history teacher. This part is mainly introduces in theory. The second part mainly describes professional practice of parterner teacher-Anran. Through analyzing Anran's teaching experience, this thesis trys to find out the personal practical knowledge of an excellent history teacher. The thesis also presents Anran's practical knowledge which was obtained from educational practice through tidying and analyzing data. The second part gibes a brief introduction of these knowledge's function in teaching.The third part mainly reviews and further understands this research. Through the understanding of Anran's practical knowledge, the thesis concludes the theory and practice content of personal practical knowledge of high school teacher to offer possible advice for further study, which mainly includes education concept, history subject, school team, self profession development and so on.There are mainly two creative aspects in this thesis: first, break the norm of history teacher research, while choosing a personal practical knowledge of history teacher's viewpoint. Second, with the education narrative inquiry as research method, do research through oneself to break the norm of history narrative inquiry.