Teachers On How To Accumulate Practical Knowledge In Teaching Activities

With 80 years of last century's in-depth study of teacher education, practical knowledge of teachers become an important research topic of education reform.Access to knowledge has become a practical realization of the Professional Development of teachers in effective ways. This article from grade teacher Dou Guimei difficult to explore the teaching experience, summed up and accumulated practical knowledge of teachers of some ways to reference the vast number of teachers.Paper consists of five parts, the first part: The main research question is proposed to study the significance and research methods and practical knowledge of teachers at home and abroad were reviewed literature.The second to fourth parts: Mainly from Dou Guimei teacher's story,extracting from the accumulation of practical knowledge of teachers in three important ways: establish a sense of self-development, the accumulation of professional experience, reflective teaching practice.These three in the process of accumulation of practical knowledge to have different effects on teachers with practical knowledge of the absorption, digestion, accumulation, interaction, to form a unified whole, are indispensable. Meanwhile, the three ways in different roles in this process are to be theoretical argument for the dialectical relationship between the three to obtain theoretical support. The second part:Establishing a sense of self-development of teachers prerequisite for the accumulation of practical knowledge of teachers. It describes the awareness of self-development, including concept and significance and argument from the perspective of psychology and philosophy, the role of its premise; Establish a sense ofself-development approach,namely:self-needs, self-understanding, the pursuit of excellence; Finally, the subjective and objective aspects of the operation make a specific implementation strategy. The third part: the accumulation of professional experience is the basis of accumulated practical knowledge of teachers.It introduces the concept of experience, meaning and proves its fundamental role from epistemology and the formation mechanism of knowledge; Elements of professional experience, that is the professional experience of teachers, include these aspects:a correct understanding of professional disciplines, teaching and education and classroom management; And separately from the direct experience and indirect experience generalize the accumulation of professional experience in inductive way. The forth part: Reflective teaching practice is the core of the accumulation of practical knowledge.lt introduces the concept,characteristics and significance of reflective teaching,and proves its core role from the growth pattern of Posner's argument. Accumulation of practical knowledge of teachers can not just stop at the level of accumulation of professional experience, and reflective teaching practice must be part of the distillation of the theory of individual teachers in order to better guide the practice;Finally, the implementation of reflective teaching practice:including the implementation of procedures to reflect the content, reflect the policy recommendations and some reflection.The fifth part:Summary of this study was mainly inspired by the problems and putforward some suggestions. There are three main inspiration: Teachers taking the initiative to establish a sense of teaching activities, can promote the accumulation of practical knowledge, which is the power factor to achieve professional teachers;Dou Guimei teacher is for the majority of teachers from the teaching experience for reference;Further the professional status of teachers lays.Proposals mainly from the perspective of knowledge as a tool, ask the right evaluation of the value of knowledge, which complements the understanding of practical knowledge of teachers;And from training normal students put forward some constructive comments, in order to better develop high-level teachers.