Present Situation Investigation And Countermeasures Of Practical Knowledge For The New Chinese Language Teachers In Junior Middle School

Since the 1980 s,teacher’s practical knowledge has been widely studied from scholars at home and abroadg.They think the teachers’ professional development is not only confined to the growth of teachers’ theoretical knowledge, but also need more attention to the growth of teachers’ teaching abilities, namely by reasching to help teachers to learn "how to teach" and "how to teach better", To convert the teaching ability to theroy can be the teacher’s practical knowledge. It refers to internal education teaching knowledge which teaching practice be refined, summarized by teachers in concrete teaching practice. It can guide the daily education teaching behavior,and solve the problem of the education teaching the sum total of all kinds of knowledge effectively. Chinese subject has special properties of "instrumental and humanism" unification, which need language teachers grasping teacher’s practical knowledge, using correct method of teaching,that can deliver profound connotation of Chinese subject. In the first attempt to Chinese teaching work,the new Chinese teacher may be not familiar with the language teaching content, or lacking of experience in Chinese teaching, and not confident in class. Through the investigation of Y county junior high school, this article is aimed at enhancing Chinese teacehers ability of learning practical knowledge, which can help teachers expanding practical knowledge consciously,and adapt to act as an teacher as soon as possible.Combined with the research process, this paper discusses six chapters.The introduction part includes the reason of selected topic, the research significance, research purpose, research method, literature review five parts.The first chapter summarizes and analyzes the concept of teacher’s practical knowledge, put forward the definition of the new junior middle school Chinese teacher s practical knowledge. and extracts the general theory of resource, component, characteristics from the junior middle school new Chinese teacher practical knowledge.Paper in the second chapter designs a questionnaire of four aspects,as learning and teaching experience, pre-service training, after training, school-based teaching and research activities, which centering on the process of knowledge generation,development of teachers practical knowledge.Paper in the third chapter sums up the reasons which influence the development of Chinese teachers’ practical knowledge through the analysis of data from the questionnaire and combining with the teachers’ interviews and classroom observation.Which influences the development of Chinese teachers’ practical knowledge is effected by students,school and teachers.Thesis in the fourth chapter put forward the countermeasures for the new Chinese teacher practical knowledge form the education, the school and the new individual teacher.Finally, the concluding part of this paper to reflect on the shortcomings, and provide Suggestions on the research for future researchers.