The Significance Of Practical Knowledge To The Growth Of Historical Teachers

Since the 80s of the 20th century, with the continuous improvement of the educational research community understanding of the complexity of teacher professional, coupled with application of cognitive science research achievements in the field of education, teacher research from mainly pay attention to the teacher's external behavior gradually turned to the teachers of the inner thinking, from the Perspective of teachers "what" to "why". educational research found that" teachers' practical knowledge in Teachers' professional development based, can be refined into a kind of education idea and the idea for the teacher's teaching behavior guidance, for the growth of teachers has important practical significance. In this paper, four high school history teacher research, for example, through a case study of four teachers, is about to embark on the teachers job or have come post history teachers provide practice the influence factors of knowledge and intellectual approach to acquire practice.This paper is divided into three parts:The first part is the introduction, briefly introduces the research background, research review, research purpose, research significance and research methods. Through to the domestic and foreign teachers' practical knowledge and data collected in the research review, determine the core concepts of practical knowledge. Practical knowledge refers to the "teachers through reflection on their own teaching experience and refined by the formation of the understanding of education and teaching, teachers on the teaching experience of self seed set and the formation of experience, rise to the levels of reflection, formed with the value orientation of general guidance, and practical guidance for their own practice education teaching behavior".In the second part, of four teachers'practical knowledge of specific research, starting from the teachers' practical knowledge constitution of, interviews and recordings are done from the five aspects of educational concept, self knowledge, strategy knowledge, situational knowledge and pedagogical reflection; at the same time, uses the structure observation of four teachers classroom observation, four teachers teaching practice and practice the knowledge consistency analysis.In the third part, through the case study of four teachers recognize that affect teachers' practical knowledge factors:personal life history, teaching reflection, educational theory, educational philosophy, thus put forward the cultivation of teachers' practical knowledge strategy is from reading obtained of teacher's practical knowledge source of knowledge, from the reflection draw teachers' practical knowledge of inspiration, achieve the teachers' practical knowledge development from the cooperation.