Narrative Research On Practical Knowledge Of Education Of A Chinese Teacher At A Middle School

Acting as the final executants of curriculum reform, teachers’ knowledge system directly affects teachers’ teaching behaviors as the resource necessary for teaching activities and in turn influences the progress of curriculum reform. Based on the research related to teachers’ knowledge, teachers’ knowledge system can be generally classified into two categories, namely theoretical knowledge and practical knowledge. Teachers’ theoretical knowledge is kept in books and literature in an obvious way, by which teachers can obtain through reading and lectures and take knowledge as "advocated theories". Whereas teachers’ practical knowledge, which is hidden in daily education practice of teachers in a concealed manner, is the knowledge of individuals formed based on the experience accumulated during long-term education practice of teachers and is also the actually "used theories" dominating teachers’ teaching behaviors. Schwab, a curriculum expect indicates that, unilateral popularization of "words of theoretical·style" are mostly used in the new curriculum reform, while teachers’ words and knowledge of "practical style" are nearly in a near-death status. Teachers can only passively receive knowledge from curriculum expects and thus are controlled by knowledge rather than put it into use. As a result, paying attention to teachers’ practical knowledge of education is the basis for reconstructing teachers’ right of speech, demonstrating the existence of teacher individuals and seeking the significance of teachers. As Chinese is a basic subject in the curriculum of middle school and also an important subject in curriculum reform, Chinese teachers who acting as the final executants of Chinese curriculum reform are of crucial importance. Attention shall be paid to common teacher individuals as well as their practical knowledge so as to make a breakthrough in Chinese curriculum reform. Above all, the research on Chinese teachers’ practical knowledge is a significant subject research area for both the development of teacher individuals and the overall progress of curriculum reform.Based on relevant theoretical research, this research, taking a common rural Chinese teacher as the research object, seeks and analyzes the practical knowledge hidden in daily teaching practice and discusses the expression methods and generating and development approaches of practical knowledge about education of teacher H through deep observation of daily education and teaching practice of teacher H and education and teaching stories of teacher H, by the narrative research method under paradigm of qualitative research.The thesis mainly includes the following parts:the introduction part mainly elaborates the origin of the research subject, selection of research method and determination of research object and also expounds the significance of the research; the second part discusses and analyzes the cause of generating of teachers’ practical knowledge from the view of post-modern epistemology based on relevant epistemology, specifies the concept of teachers’ practical knowledge of education and analyzes the characteristics of teachers’ practical knowledge of education; the third part, as the main part of the thesis, mainly states Chinese education stories of teacher H and discusses and analyzes specific contents of practical knowledge hidden in daily education practice and how to transmit the practical knowledge of Chinese education; the forth part reviews teacher H’s living and education history, investigates the generating and development approaches of practical knowledge of Chinese education from the view of distinctive individual living and education history and discovers that personal belief, other important people, key events, emulating famous teachers and behavior introspection prompts the formation of teacher H’s practical knowledge of Chinese education; the final part consists of thinking and introspection, including consideration over teacher H’s practical knowledge of education and teachers’ practical knowledge as well as introspection of narrative research method and research progress.