The Case Study Of Implementing The New Curriculum Of Teachers' Practical Knowledge

With the continuous deepening of the new course reformation, the educational circles pay more attention to the development of teacher's professionalization. And the teacher's practical knowledge is a key to the development of teacher's professionalization. Teachers'practical knowledge refers that during teaching practices, teachers rethink the daily teaching activities profoundly, shape some personal views and beliefs gradually which will influence the present and future educational activities. Opinions and beliefs are not invariable which will be improved along with the teacher's experience accumulated gradually. Opinions and beliefs are souls that lead teacher to do teaching activities and are keys to the development of teacher's professionalization.Teachers are the key point to implement the new curriculum into the teaching practice. Under the new curriculum background, the teacher's practical knowledge plays an important role in converting the new curriculum's concept into the teaching behaviors. To investigate the teachers'practical knowledge in the implementation under the new curriculum requires the researchers to be involved in teacher's daily teaching practice and tries to find the important influence that the new curriculum concept bring to the teacher's educational concept and the teacher's teaching activities under the new curriculum background, as well as to analyzing what the factors influence the formation and development of teacher's practical knowledge and what the reasons that cause the conflicts between the teacher's educational behaviors and the new curriculum concept.This thesis adopted case study method and the author of this paper collected a large number of materials through ways of observation, interviews and material collecting. The author of this thesis shows readers the practical knowledge of a Chinese teacher from an undeveloped county high school in the following four aspects: the concept of Chinese language education knowledge, Chinese teaching knowledge, teachers'own knowledge and students'knowledge level. Meanwhile, the author of this paper analyzes the development of teachers'practical knowledge in the teacher's point of view. The author of this thesis hopes to inspire teachers to analysis teachers'practical knowledge under the new curriculum and provide some examples for teacher's professional developing and extend a new curriculum through researching of this thesis. This paper consists of five parts. The first part is mainly discussing on the origin and meaning of the researching; the second part is about the related theories of teachers'practical knowledge, expounding the meaning, category and characterization of teachers'practical knowledge; the third part mainly aims at showing the research methods and process; the forth part aims at the similarity and differences between practical knowledge and new curriculum ideas from Chinese education ideas, Chinese education knowledge, teachers'own knowledge and students'level these four parts; the last part is mainly told the reader the development path of teachers'practical knowledge from a teacher's point of view.