A Primary School Teacher Practical Knowledge Of Narrative Research

With the deepening of the awareness of knowledge form, it was found that teachers have multiple knowledge system. Which contains not only theoretical knowledge, but also have practical knowledge. Compared with the theoretical knowledge, practical knowledge more rich individuality, situational, creative, it in the teacher’s has been more widely used in the actual work. As a result, not only on the study of teachers’ practical knowledge is inevitable requirement of the development of the education theory, but also the urgent needs of the elementary and middle schools education practice.Primary school class teacher plays an important role in the healthy development of the class and individual students. What kind of practical knowledge they have in the actual education field, as well as the knowledge of generation, development and operation mechanism, formation of paying equal attention to theory and practice of knowledge system, for a primary school teacher in charge teacher professional development is of great significance.This study focuses on analyzing the main components of primary school teacher in charge teacher practical knowledge formation and development mechanism, through the study of literature, personal life history back, practical field exploration, study methods such as the practical knowledge of the theory of formation and development mechanism of demonstration and interpretation, and on this basis to explore elementary school teacher practical knowledge may development path. First, combining with the existing research on the object of study of practical knowledge to carry on the analysis and discussion, and on the basis of existing theory construct the theoretical framework for the primary school class teacher practical knowledge. The framework includes: education belief, critical reflection on knowledge, knowledge management, knowledge, personal knowledge and so on five aspects. Then through collect empirical data for the research object in the real concrete presents what practical knowledge in education practice,and what is their represent mode. Secondly, on the basis of practice to explore, draw lessons from the life world philosophy theory and practice of related theory on the generation and development of the research object of practical knowledge mechanism through theoretical interpretation. Mainly for their personal life history back history, analyzed the key to her key events and meet others on its practical knowledge formation. The object of study in the community of practice of shcool, How did the study object generate and develop practical knowledge in collaboration with the other partners.Through the research to obtain the following understanding: the source of the primary school teacher in charge teacher practical knowledge there are two main ways. One is the theoretical study, and the second is the internalization of experience. The essence of the theory of learning is to make public knowledge i nto personal knowledge, this approach can make teachers quickly accumulated rich knowledge in education. Experience internalization is the process to the practice experience of successful extends to the practice of the future has taken the necessary reflection process. In the process of the concept, reason and thinking together.Finally, combined with the literature research to explore elementary school teacher in charge teacher practical knowledge generation and development of possible path: 1. Continuous efforts learning theory knowledge increase knowledge reserves. 2. Pay attention to teachers’ existing knowledge experience background. 3. Raise the level of reflective open up ways of reflection. 4. Promote the interaction between the teacher to establish learning organization.