Research On The Generation Strategy Of Practical Knowledge Of Primary School English Teachers

Teacher's practical knowledge is the bridge to combine teaching practice with educational theory,and it plays an important role in teacher's professional development and curriculum revolution.In this paper,the author has used the following steps:firstly,through the mean of literature,this paper generalizes and analyzes the history of Teacher's practical knowledge,aimed to find a new perspective of the research.Secondly,the paper uses quantitative research and qualitative analysis.In the quantization stage,questionnaire survey is carried out in 200 primary school English teachers.In the qualitative stage,this study selects a primary school as the sample.And then the paper interviews and observes three English teachers of this primary school with a stratified sampling.And through semi-structured interview and participatory observation,we deeply analyze the current situation of the primary school English teachers' practical knowledge.Thirdly,the study analyzes the problems of the present situation of English teachers in primary school in practical knowledge.And the causes for the problems are summarized.Then the study generalizes the formation conditions of the teachers' practical knowledge generation model and constructs the model of the generation of the primary school English teachers' practical knowledge.In the end,in order to help primary English teacher to generate their practical knowledge and improve teacher's diagnostic ability of teaching,the paper proposes the main strategies of the generation of the primary school English teachers' practical knowledge.It is divided into five chapters:In the first part,the author elaborates the reasons and significance of this research firstly.Then,the author arranges and analyzes the existing research results from teachers' practical knowledge,English teachers' practical knowledge and primary school English teachers' practical knowledge.Next,define the primary school teacher,teachers' knowledge,teachers' practical knowledge and generation.Finally,the author shows the method of this study.In the second part,the author mainly introduces the five theoretical basis of this study:the tacit knowledge theory,the post-modern theory of knowledge,constructivism learning theory,situated learning and Nonaka Fujiro's SECI model.In the third part,the author investigates the present situation of the primary school English teachers' practical knowledge through the combination of quantitative and qualitative methods.With the questionnaire,individual interview and observation,the statement is analyzed from five dimensions.The five dimensions are teachers' education belief,knowledge of self,knowledge of student,knowledge of strategy and knowledge of environment.In the fourth part,the author considers the five theoretical bases of the second chapter,constructing and analyzing the generation model of the primary school English teachers' practical knowledge.This part is divided into three sections.Firstly,it shows the issues and the reasons,and then the chapter analyses the conditions of teachers'practical knowledge generation from interior and exterior.Eventually,the author constructs a model and explains it.In the last part,the author puts forward some strategies from five dimensions,ainming at solving the present generation situation of primary school English teacher's practical knowledge.And the author makes suggestions on the basis of the new model.