Rethinking And Promotion Of Teachers’ Practical Knowledge

Teachers’ practical knowledge is refers to through continuous dailyteaching practice experience formed by the accumulation of knowledge.Rather than traditionally through formal learning and acquire thescientific theory of knowledge, teachers’ practical knowledge isconfirmed in practice, it can solve the problem of education teachingin the real situation. This concept includes many aspects, includingteachers’ education belief, values, knowledge, situational knowledge.Because teachers’ practical knowledge is a rich and complex category,it is a teacher in the daily teaching activities in the form of cognition,understanding, and the point of view, though it is not like traditionaltheory of knowledge, rigorous and systematic. It is the most essentialelements of its individuality and practicality. Education practicalknowledge is the situation of teachers in the education teaching, basedon past experience, experience in the teaching practice, comprehensionand personal understanding.On the basis of theoretical research, I choose a cooperative teacher,on her practical knowledge by using the method of narrative research.Because teachers’ practical knowledge that comes from practice, so theauthor trying to understand from century education teaching activitywhich teachers have practical knowledge of how this knowledge is appliedto specific teaching situation of the teachers. This paper from theperspective of Chinese subject to the content of the teacher’s practicalknowledge, through classroom observation, interviews and other ways to collect a large amount of data and analysis, thus to show the teacher’spractical knowledge and carries on the thorough analysis.This thesis is divided into four parts:The first part is introduction, to the selected topic reason, theresearch purpose and significance has carried on the brief description,and the domestic and international information about teachers’ practicalknowledge.The second part expounds the theory of teachers’ practical knowledge.Including the connotation of teachers’ practical knowledge,characteristics and the content of the teacher’s practical knowledge.The third part material qualitative make interpretation and analysis,from the source of teachers’ practical knowledge to the understandingof the content of practical knowledge.Fourth part the promotion of the teacher’s practical knowledgestrategy several aspects are expounded.