Research On Teacher’s Teaching Practical Competence In Classroom

Through investigating instruction in classroom and from the perspective of the request of teacher competence in the process of instruction, this paper put forward the background of teachers’ teaching practical competence from the practical and theorical level. On the basis of existing research, this paper set the logical point at the "competence", and from the "genus" and "species difference" points of view to understand the meaning of competence. Apply the new understanding of competence to definite the concept of teaching practical competence. From this fundamental view, the characters, developing course and types of the teaching practical competence was studied. After analysis of the research before, on basis of empirical investigation, teaching practical competence were divided into four aspects:motivation, general practical competence, special practical competence and context practical competence.As the divide of the structure of the teaching practical competence, questionnaire investigation and observation of classes were done to obtain the actual state of the teachers’ practical competence After analysis of the statistics, it is found that some teachers were lacking teaching practical competence to some extent in the whole. And the manifestation varies widely in terms of the four aspects mentioned above. Also, it is found that in the different aspects, practical competence difference exists between groups of teachers, and the difference exists between individual teachers as well. The reasons leading to this phenomenon are various. Questionnaire investigation showed three factors suppressed the development of the teaching practical competence, and the retarding effects of these three factors are different. First of all, in the whole, the education factor of teachers accounts for the most significant proportion, the school factor follows, and the self factor of the teacher takes the least part of the proportion. Secondly, the effect of these three factors on different age teachers varies. From the analysis of the statistics, focus on the actual state of the teachers and retarding factors, the strategy to promote the ability of the teachers should focus on the self-promotion of the teachers, the support from schools and promotion of the education of the teachers. Self-promotion of the teachers including the emphasis on the motivation, changing the view of ability, self study, introspection, make the professional develop plan and value the communication between teachers; The support from the schools including build multi-factors assessment system, build teacher professional community, confer the professional power to the teachers and provide the multi-factors practical training. Promotion of the current education of the teachers including change the curriculum, vary the delivery model, increase the time and space of the teaching practice, establish teaching intern assessment system and dynamic teacher qualification certificate.