The Formation Of Knowledge Students Teaching Practice Research

As the new curriculum reform gradually thorough, the proportion of educationaltheory curriculum increased in normal university, such as education meterage theory,educational assessment, education technology, and educational management disciplinewhich appeared in various forms of Optional subjects. Nevertheless, normal studentsstill could not adapted to the front-line teaching well. Their teaching ability haven’tbeen improved by the way of injecting educational theory to curriculum. Besides,educational practice courses also face substantial problems, The status of goals tendedto value technology, the content and form of education tanning were arbitrary, and theevaluation were ineffective. What’s more, the normal universities and practice schoolswere seemingly in harmony but actually at variance. All above frustratingphenomenon were among the signs that normal universities should strengtheneducation in the integration of theory and practice, because the important makings ofa good teacher are Teaching Practice Knowledge.This study mainly focused on exploring the ways in which normal studentsgained Teaching practice knowledge and constructed three gradient developmentmodel to explain these. From the background of topics and the Research purposes, thespecific issues were these: first, reading into Teaching practice knowledge, second,analyzing the formation of it, third constructing a theoretical model of the formationof normal students’ practice knowledge, forth, Base on these works，analyzing theteacher education curriculum of shanghai normal university and suggested toconstruct a system of practical courses.The originality of this paper lies in three points：first one is the deconstruction ofthe teachers teaching practice knowledge forming process with two perspective. Oneof the perspective is Knowledge creation theory, the other one is Experience learningtheory; Second, the construction of three gradient development model based on thedeconstruction of the teachers teaching practice knowledge. The first step is training teaching skills, and starting the first spiral of Knowledge creation at the same time.The second step is The Experiential Learning in typical teaching situation and startingthe second spiral of Knowledge creation. The third step is The Experiential Learningin real teaching situation and starting the second spiral of Knowledge creation. Theimplementation of the three gradient development model which across the normaleducation requires practice course group.