From Free To Self Is - Toward For Teachers' Practical Knowledge

With the progress having been made in the curriculum reformation in the high middle school education field, people realize the importance and usage of teachers' practical knowledge gradually. Most of the domestic and foreign research focused on the study of one teacher's life which affects his or her practical knowledge, this paper using the measure of classroom observation and interview, focused on the practical knowledge of several representative Chinese teachers in one senior middle school,and analyzed their practical knowledge.The facts showed that teacher's practical knowledge in the "in oneself" state has many drawbacks, it should be changed to the state of "by oneself".This paper is trying to give those teachers some theories on renewal of practical knowledge,and provide them a clear direction for study and career growing,avoiding the blind and fruitless state.This paper is composed by five chapters:the first chapter:introduced the initiation of this research,the result of past related research, the meaning of this research and the object and measures of this research;the second chapter:discussed the concept and content of teacher's practical knowledge;the third chapter:showed several incidents in the class and some interview,analyzed the practical knowledge's features,behaves,drawbacks which is in the "in oneself" state, and the reasons why they are in that state; the fourth chapter:provided a direction for teacher's practical knowledge's development -by oneself,analyzed the practical knowledge in that state; the fifth chapter:proposed the way to go to the state of "by oneself".Finally this paper came to the conclusion that teacher's practical knowledge which is in the "in oneself" state has many drawbacks, and the renewal of practical knowledge should be in the state of "by oneself".