Study On The Formation Of The Practical Knowledge Of The Spoken Chinese Novice Teachers

Teachers’practical knowledge is one of the important subjects in the study of teachers’growth and development. But the research on the practical knowledge of teachers in the field of teaching Chinese as a foreign language has not been formed as a system. It is what this thesis concerns that facing many puzzles and challenges, how novice teachers find problems, analyze and solve problems, what a kind of practical knowledge eventually formed, and which factors the process is affected by in the beginning of novice teachers teaching practice of oral Chinese class. The answers to the questions have certain significance for promoting the practical knowledge of novice oral Chinese teachers.In this research, we firstly study and summarize the literature about the practical knowledge of teachers at home and abroad, so as to determine the scope and content of this research. The study uses Chen Xiangming’s definition of teachers’ practical knowledge, and then analyses the development and formation of teachers’ practical knowledge. We select a novice volunteer Chinese teacher (the teacher A) as the research object, and collect his teaching log and case analysis in initial three months (first semester) of oral Chinese teaching, supplemented by follow-up interviews. Then make classified description and analysis the formation of teacher A’s practical knowledge, including whether the practical knowledge forms or not, the generation mechanism, and the influence factors of the formation process, etc. In addition, according to the Chen Xiangming’s classification of the generated media of practical knowledge-"individual reflection level" and "collective interaction level", we investigate the formation of teacher A’s practical knowledge from that two dimensions.In teacher’s "individual reflection level", first of all, divide teacher A’s teaching log into a number of cases based on the topics, and make a longitudinal study on the formation and development process of the teacher A’s practical knowledge under his individual reflection. Then make supplementary interviews focused on the contents that the teaching log may has no detailed records or omitted, thereby grasp the formation of teachers’practical knowledge more objectively. After that, by interviewing teacher A, know factors that affect teacher A’s reflection include three aspects:the first is the enthusiasm and sense of responsibility as a teacher; the second is habits and willing of record and reflection; the third is the use of lesson plans and other teaching materials.In "collective interaction level", using Chen Xiangming’s classification of collective interactive activities, we make study mainly from aspects of teachers’ practical community and communication activities. At first, according to the one-year observation and understanding of the collective where teacher A is-Confucius Institute of Korean Foreign Language University, we objectively describe and analyze its collective interaction and cooperation. Secondly, combining with the log of teacher A and in-depth interview, we find that the effect of collective interaction on the formation of the practical knowledge of teacher A.According to the results of this study, we make suggestions aiming at how to promote practical knowledge construction for novice oral Chinese teacher, both from the aspects of both novice teachers themselves and teacher training environment.Finally, we summarize the content and result of the study, analyze shortcomings and limitations of the study, and make recommendations for further researches.