The Formation Of Practical Knowledge Of Chinese Language Teachers

With the rising of the teacher professionalizing movement and the shift of the study concerning teachers, the teachers’ practical knowledge has become the concern focus of the teacher education. A growing number of scholars have recognized that the teachers’ practical knowledge can provide a powerful basis for the appeal of teachers’ professional autonomy, and also is the important knowledge foundation of teachers’ professional development. However, existing studies tend to have more emphasis on macro analyzing the structure, characteristics of the practical knowledge from the point of view of "ought", lacking the further exploration of the "real" dynamic process of the formation of teachers’ practical knowledge.The study took a senior Chinese language teacher of a key high school in Jiangsu province for the case. It was studied by comprehensively applying literature analysis method, classroom observation method, interview method and physical analysis method to further observe and apprehend the education and teaching practical life of the Chinese language teachers and really present the dynamic formation process of the practical knowledge. Based on this, the study analyzed the influence factors of formation and stage characteristics of the practical knowledge, and explored the effective formation path of Chinese language teachers’ practical knowledge to inspire the view to teachers and the formation of practical knowledge.The main content of the study includes the following five parts:The first part mainly describes the origins of this research, the review and evaluation of existing research, research ideas, methodology and significance. And H teacher was selected as the object of the case study. In part two, the connotation and content structure of practical knowledge of Chinese language teachers were interpreted based on the existing research results as the logic starting point of the study.In part three, three important parts of Chinese language teacher’s practical knowledge were used as the study breakthrough point. The dynamic formation process of H teacher’s Chinese discipline teaching content knowledge, Chinese teaching knowledge and teacher’s self-knowledge were explored by teacher’s education teaching events and stories and mined the significance of teacher’s behaviors.In part four, the formation process of the practical knowledge was overall analyzed and the influence factors and the stage characteristics of the formation process of Chinese language teachers’practical knowledge were explored. According to the formation differences of the practical knowledge, the whole formation process of teachers’ practical knowledge were divided into five stages, including preliminary experience stage, accumulated rich stage, adjustment and optimization stage, update the development stage, from knowledge to wisdom stage, and the characteristics, the performance and the problem of each stage were revealed. And the study revealed formation influence factors of teachers’ practical knowledge, including teacher’s professional emotions, self-reflection ability, theoretical knowledge of learning, education problem situation and school culture.In part five, based on the findings of the study and teachers’ subjectivity angle, the formation path of Chinese language teachers’ practical knowledge was studied, including paying attention to the conscious reflection and follow-up behavior, strengthening the study of the education theory, constructing the teacher learning community, doing narrative research on education in order to provide reference for the formation of teachers’ practical knowledge, teachers’ professional development and teaching practice.