The Research On Generation And Strategy Of Novice Teachers’ Practional Kowledge In Dewey’s View Of Construction Kowledge

With the basic education curriculum reform, teacher professional development has been paid more and more attention, while the novice stage is the basis of teacher professional development stage. The teacher professional development process is also the process of constructing practical knowledge, practical knowledge plays an important role in the novice teachers’ professional development, but the novice teachers’ practical knowledge how to generate, is unkown now. The philosophy of John Dewey,advocating growth, change and inquiry, also emphasizing the human life, action, behavior and practice, can provides theoretical support for the generation of the novice teachers’ practical knowledge.Dewey thinks knowledge is constructed in the concrete situations by the subject, the knowledge is created when a interactive situation cannot continue, we can not solve the problem by the habit, so the harmony of the situation is destroyed, then we have to explore the problem in the situation, choose those materials to use and actions to take which can solve the problem in the situation. Then we choose one action,select enough materials and design plan of action is required, then put into practical action to solve the problem. If the action achieves desired results, the situation which is questionable and uncertain becomes certain situation which has no problem. After this, we obtained the relationship in the situation. It means we also generate knowledge. all knowledge is generated in practice through action research, is considered as the practical knowledge. We can know that action research is the main way of teachers’ practical knowledge generation from Dewey’s theory of knowledge.The novice teachers haven’t been in the school for a long time, they are lack of practical knowledge who are in the survival stage. The cognition of themselves is fuzzy, the knowledge of subject is rusty, they do not understand the students fully and they are also lack of teaching tact which can response to complex educational situation. Action research can promote the formation of the novice teachers practical knowledge, it also can help novice teachers to adapt to the teacher role as soon as possible. It can lay a stable foundation for the professional development of novice teachers too.According to Dewey’s view of construction knowledge, action research is the main way of teachers’ practical knowledge generation. There are two kinds of factors which can affect teachers action inquiry, they can be divided into the teachers’ own factors and other elements of education situation. Teachers’ own factors include teaching cognitive ability, interpersonal skills, occupation morality, self evaluation and so on. And other elements include teaching management system and the teacher culture. These factors can make these form the benign interaction, can improve the novice teachers’ action research capacity, can promote the novice teachers’ practical knowledge generation.In order to promote the generation of novice teachers’ practical knowledge in educational situation, help the novice teachers grow up as soon as possible, live smoothly through the survival stage, novice teachers should carry on action research and critical thinking in cooperated action research to constantly improve their own action research level, the school should carry out d the systems of the apprenticeship and teacher appraisal for development of teachers. The systems can help novice teachers to carry out action research, generate practical knowledge. Under the joint efforts of the novice teachers and schools, Novice teachers are able to generate practical knowledge and carry out action inquiry in educational situation more effectively.