Strategies On The Development Of Primary English Teacher's Practical Knowledge

As China's primary English teaching is entering from being experimentally set up into being fully set up and overall advanced, the development of primary school English teachers have increasingly become an issue that education focus on and study. This paper attempts to use literature method, comparison and contrast method and case study method to do theoretical and empirical study about the development of primary school English teacher's practical knowledge,exploring the existing problems and analyzing the reasons, trying to propose some strategies improving the development of primary school English teacher's practical knowledge, to provide a new growth point and practical measures to the primary school English teacher's professional development.The paper is consisted of four chapters. The first chapter introduces the research background, purpose, content, significance, methods, and defines the core concepts of this paper. Chapter two reviews and shortly comments the literature of the research on English teacher's knowledge and teacher's practical knowledge, which helps to find out the point of penetration of this research.Chapter three defines the concept of"primary school English teacher's practical knowledge"at first. And, the areas of primary school English teacher's practical knowledge is furtherly discussed from five parts: situated knowledge, self-knowledge, interpersonal knowledge, strategic knowledge, critical and reflective knowledge. Then, the analysis of the main constraints that affect the development of primary school English teacher's practical knowledge is done taking the"onion ring"model and"ecological model"for reference, which includes teacher's sense of responsibility and mission, the ability and habit of reflection; primary school English teachers'teaching beliefs and basic knowledge; school management concept and its implement, the communication and cooperation between teachers; the influences of administrative departments and community culture.Chapter four deeply understood the development of primary school English teacher's practical knowledge though a case study in G primary school in Guangzhou City. After repeated observations, interviews, data collection and sorting, there are many problems found in the development of teacher's practical knowledge in G primary school: Firstly, teachers lack the sense of responsibility to solve problems and the sense of teaching and educating; Secondly, lacking of the ability to reflect, the methods of reflection is also unknown; Thirdly, the teaching belief is not reasonable, and the basic knowledge is also not solid enough; Forthly, not having enough time and teaching freedom and so on. The reason cause the above problems are as follows: At first, Government do not expand the resources of primary school English teachers, not paying sufficient attention to the development of teacher's practical knowledge; Secondly, the teaching and research mechanisms and security mechanisms in school are not sound enough; Thirdly, teachers'sticking to the traditional roles of teachers and the influences of their teaching habit and inertia. In order to improve the development of primary school English teacher's practical knowledge, we can work hard on the following aspects: Firstly, government should increase the input to primary school English teachers and emphases the development of teacher's practical knowledge; Then, school also need to establish a free and democratic culture and a scientific evaluation system, focusing on the management of teacher's practical knowledge and the professional leading to teachers; Last but not the least, teacher need to wake up the awareness of professional development, enhancing the development of practical knowledge through criticizing and reflecting the teaching experience and theoretical study.