To Study And Create In Joy

The domain of teacher's personal practical knowledge has been neglected for a long time; however, it has been paid more and more attention to recently. After the results of the flourishing research on"How the teacher should do"are far from being desired, the scholars get into deep thought: What on earth controls teacher's education behavior?After M.Polanyi proposes the concept"personal knowledge", Canadian scholar Elbaz, F. launched a research on an English teacher of a middle school with the result that a teacher has a special kind of knowledge --- practical knowledge in a unique way. Based on it, Connelly, F.M and Clandinin, D.J conducted a co-operational research lasting more than 20 years. Around the year 2000, Chen Xiangming etc. elaborated the definition, the characteristics, the content, the mechanism and the constructional significance of teacher's practical knowledge from different angles. Ju Yucui expounded the stages of forming and developing teacher's practical knowledge in the way of narrative inquiry.The existing research indicates that teacher's personal practical knowledge is"a huge and disorderly system in the organized, psychological, but not logical form. It is composed by innumerable personal ideas on education.It is a filter to receive the outside information, as well as the core factor to determine the teacher's behavior. The author's understanding of the definition is : teacher's personal practical knowledge refers to the personal experiences, the viewpoint, the faith and ability and so on, set up in teachers'practice, being directly relevant to their life and teaching experience and controlling their teaching behavior.In the way of narrative inquiry, the research into teacher's personal practical knowledge is conducted on a practical scene. After continuously observing a mathematics teacher of a middle school from four perspectives: the classroom atmosphere, the teaching methods, the educational belief, the life experience,1. Classroom atmosphere: It takes democracy and joy as the characteristics in Ms Zou's class. The students openly express their feelings and cognitive difficulties, and the teacher guides according to specific circumstances without any imposing. The teacher spiritually opens herself to be acceptable and equally,democratically talks with students. She believes that the students have the upward desire, the self-perfection desire,so she anticipates and encourages the students warmly. On the other hand, she forgives the students on their less experiences and enjoying playing instinct, even if she criticizes, there is respect.2.Teaching method: The sustainable development has become the core of her teaching method when she designates her teaching method. She mainly emphasizes independent study which means that students preview the whole book during the summer and winter holidays and when the new term comes, previews again. Secondly, she resigns the platform with the teacher teaching only the elementary knowledge while the students talking about the comprehensive applicative problems. She aims to find ways to let students study in joy and to enhance their sustainable development.3.Education ideas: She believes what the students need most is understanding and communication. She believes that students are all intelligible and it doesn't matter to much when they make mistakes. At the same time, she communicates with his students through keeping mathematic diaries and these are her points of view towards students. Secondly, her view towards the new and old teaching materials is that each of them has its advantage: the questions of the new teaching material come from life and is applicable in life while it lacks logic. The teaching material of the People's education press is superior in logic and the contents are coherent. Ms Zou has the comprehensive and creative subjiect idea that mathematics is not only plus and minus, but the synthetical uses of the knowledge of Chinese, arts, computer etc in mathematics. Improving mathematical achievement is not the aim of mathematics teaching, it should raise the overall quality of the students and emphasize the formation of non-logical power. It truly realizes the notion that students are the center of teaching and fully interprets the idea of mathematical application. That is her view on discipline.4. Life experiences: Her childhood direct experiences that she lived near a school and the respect for teachers on their knowledge and others'appreciation influences her profoundly. She enjoys being a teacher and deeply cherishes the joy of it which permits her steadfastly towards the road of education. She divides her teaching profession into two stages taking joy as the demarcation line: in the former stage, the relationship between her and the students was to communicate and exchange ideas equally and democratically without thinking of learning mathematics in joy. While in the latter stage, she began to think of joyful learning around the year 1998. She expresses her expectation to be a teacher again given another choice of occupation as the retirement time is on the way.Finally, the author gets the soul on personal pedagogy through the search of Ms Zou's personal practical knowledge - -to study and create in joy, and makes some reflections theoretically: 1. The key to establish truly democratic relations between teachers and students is on the part of teachers. Therefore teachers should meet two requirements: the first one is the ingrained democratic thought shaped in the free growing environment; the second one is great mind with tolerant benevolence.2."The life events"experienced continually by teachers are the materials for them to construct their personal philosophy which has an immediate impact on the formation of their education philosophy. The teaching style, teaching method and the education behavior etc. are the direct products of teachers'personal education philosophy. 3. To possess the professional disposition is the essential requisition to become an excellent teacher. The demanded professional dispositions are: open and warm, humorous, temperate, patient, tolerant, fair, sincere, with widespread interest, with rich fervor, and with intense sense of responsibility and so on.