Lost In The Transformation

Transferred Teachers From primary school education teaching post after mixing into the kindergarten education teaching jobs, facing the new education objects, and the teaching content, but they still adopts primary school education teaching idea and teaching methods to deal with in the kindergarten education teaching problems, and so are bound to make muddleheaded, teachers' teaching work into a dilemma of "lost", encountered a series of confusion. Investigate its reason, muddleheaded, teachers' lack of knowledge for their "dilemma" in the kindergarten education teaching work. Investigate its reason, muddleheaded, teachers' lack of knowledge for their "dilemma" in the kindergarten education teaching work. And practical knowledge, as the core part of teachers' knowledge structure, is the root cause of muddleheaded, teachers face difficulties. Muddleheaded, teachers want to quickly and smoothly through due to the change of career challenges, needs through continuous "question and correction" your existing education the teaching ideas and teaching methods, learning into the original practical knowledge, and form a new practical knowledge. In this series of learning process had "face a dilemma, critical reflection, based on the reflection and action" the transformation of learning behavior, contain into the essence of learning.This study selected a has fifteen years of primary school age muddleheaded teacher L the teacher as the research object, with L the life history of the teacher as the background, adopts the method of education narrative study, combined with field observation, interview and narrative L rotated to the kindergarten teachers after a series of "story" education teaching, excavate the meaning behind the "story", to explore the inner process of muddleheaded teacher prac tical knowledge transformation and its influencing factors. Through these "story" narrative, under the perspective of transformation of learning theory, the researchers found that although L as a senior teacher of an elementary school teacher, but after rotated to the kindergarten, in the role of teachers, classroom management, and in the process of children's interpersonal, turned into the dilemma of "lost" in suffered after a series of "trigger event" in this regard, in order to be able to do any new teac hing affairs, out of the woods, L teacher by constantly questioned reflection, amend, replace the original practical knowledge, and obtained a new practical knowledge. And transformed in the inner world of their practical knowledge of the process, the quality of the active learning, L teacher's real class and its existing experience in teaching is the main factor that influence its practical knowledge transformation. Based on the above finding, the researchers on how to promote L teacher practical knowledge transformation puts forward three Suggestions: muddleheaded, individual teacher should make full use of the existing experience in teaching, pay attention to improve the quality of its reflection, teachers of the kindergarten should increase transfers to inspect the opportunity to learn.