Research On The Strategy Of Practical Knowledge Generation For Middle School Teacher In Professional Growth

Research on teachers' knowledge has been an important issue in the study of teachers' professional development.Began in 1980s,the research about teachers' practical knowledge,as an significant complement to the research on traditional teachers' knowledge,increases rapidly and becomes gradually a new domain concerned by education theory circles.Practical knowledge as a unique knowledge form not only provides a strong basis for the demands of the teachers' professional autonomy,but also becomes an important knowledge base of teachers' professional development.At present,for the basic education curriculum reform in our country is developing in depth,higher requests for the capability and knowledge quality of middle school teachers have been aroused by new curriculum.The key of teachers' professional growth is to cultivate and upgrade teachers' quality and capability,and its core is to concern and obtain teacher's practical knowledge.No matter called for by times or needed by teachers' individual growth,the concentration on teacher's practical knowledge generation is required urgently,hence,the research on the strategy of practical knowledge generation for middle school teachers has crucial practical significance.This study,rooted in the teaching practice of middle school education,is mainly to configure and promote the effective strategies of individual practical knowledge to strengthen teachers' practical rationality to enhance teaching practical activities carried out smoothly so as to realize teachers' individual professional growth efficiently.First of all,based on the cognition for connotation,characteristics and configuration of teacher's practical knowledge,we should profoundly understand the meaning of teacher's practical knowledge generation and its impact on teacher's professional growth,meanwhile,we should reveal the specificity of practical knowledge generation of middle school teachers.Secondly,we should investigate the current status quo of practical knowledge generation of middle school teachers and sum up the problems existed in generation to further analyze and summarize the reasons why the generation is in trouble.Finally, we should,based on constructivism learning theory and reflective practice,probe into the rules of teacher's practical knowledge generation to build up the strategies for teacher's practical knowledge generation.In this thesis,I try to analyze comprehensively and systematically the plight confronted by practical knowledge generation of middle school teachers based on the process of teachers' professional growth.I,on the basis of constructivist learning theory and reflective Practice, attempt to present the rules that the teacher's practical knowledge generation should obey as well, namely,the teacher's practical knowledge generation is the result caused by a variety of factors jointly,the unification of internalization and externalization and the unification of self-construction and social construction.Therefore,to obtain teacher's practical knowledge requires not only the teachers' internal initiative learning and the configuration,but also the nourishment and nurture from external environment.In addition,research methods in this thesis mainly rely on large-scale questionnaire survey and targeted individual interviews to avoid the abstraction and the monotony caused by purely theoretical analysis and macro-narrative respectively.Objectively,due to such factors as the research conditions,time and my own experience and so forth,this study is not perfect but limited.However,the purpose of study is not just to solve the problem,furthermore,but to provide readers with a perspective to analyze and ponder upon questions.I hope this study will evoke readers' resonance and also I am eager to hear more different voices.In a word,this study is not the terminal but a starting point to keep going forwards.