A Study On The Personal Practical Knowledge Of Senior Chinese Teacher- A Teacher

Being the implementer of teaching, teachers decide whether the education reform will succeed undoubtedly. Meanwhile knowledge, as the core element in teachers’ profession improvement, exerts dominate impact on their real teaching. Traditional researches concerning the knowledge system of teachers mainly focused on oughtness perspective, namely what kind of knowledge a teacher ought to acquire to qualify for the post. As a contrast, the suddenness perspective received scant attention. As a matter of fact, the acquired knowledge of a teacher not only filters his theoretical episteme. but also guides his teaching. The author terms it the personal practical knowledge of a teacher in the paper. It is advisable to give proper consideration to such knowledge. and not to regard teacher as passive consumers in the process of spreading knowledge any longer but as producers. What’s more, one should attach more importance to teacher’s rights of speech, to clarify the knowledge system which supports education activities, it is of great significance to promote professional development of teachers.The author arrives at the conclusion that existing studies on the practical knowledge of teacher are far from comprehensive and finally determines the research problem after a wide-range review of related literature at home and abroad. Besides, based on the in-depth analysis of terms such as the theory of teacher’s personally practice, wisdom of teacher and silent knowledge the like, the author holds the personal practical knowledge of a teacher is more compatible with this study. It is conducted with the combination of qualitative and narrative methods, which chooses a representative teacher named A as the subject. By participating in classroom teaching, interviewing and collecting physical material, the study finally obtains the educational story of the teacher, complete with his classroom teaching, the plan and intention of teaching competition, pre-class speeches, the birth of class journal and his own exploration for education reform. Apart from that, the study get more stories from his colleagues ans students. The paper illustrates teacher A’s personal practical knowledge from five parts, viz. the story itself with some relatively fragmented information, the principles of Chinese curriculum and teaching pedagogy, knowledge of students, class management and teacher’s self-recognition. When narrating, it tries to employ native concepts as the research theme. The formation of personal practical knowledge means a lengthy as well as complicated process. Therefore, the research classifies teacher A’s into student, will-be teacher and teacher stages, and make clear the factors in the formation of teacher A’s personal practical knowledge. To be more specific, they include the influence from important figures, the cause of crucial event, involvement in teacher learning community, the experience of reflecting on teaching and self-identification. Grounded on the above-mentioned conclusion, the writer ponders on researching course and teacher A’s personal practical knowledge again and shed some light on profession improvement of teachers.The study hopes to attract readers’ attention to such knowledge by the virtue of the particular individual teacher A instead. Or the true value of the study lies in providing the author herself and other people with future reference by participating in the story and seeking for its significance from teacher A’s understanding of personal practical knowledge.