Study On The Situated Knowledge And Its Generation Paths Of Middle School English Teachers

From the oldest to the youngest,we can give more or less our understandings of the function and meaning of knowledge,no matter how we understand it.However,what should we understand when knowledge is related to the complex and varied situations in the field of education? On the other hand,people cannot live without context,and the teaching and learning activities as well as the development of teachers and students are also inseparable from the specific education as well as teaching and learning situations.Therefore,it is particularly significant for teachers,who are leaders of teaching activities,to flexibly and intelligently use situated knowledge to deal with education as well as teaching and learning situation,to achieve student and teacher development.At the same time,as a language subject,English has both the dual nature of instrumentality and humanism.To achieve the goal of“students form the ability of preliminary integrated language application ability,promote mental development and improve comprehensive humanity”,it is inseparable from creating the teaching and learning situation and repeatedly using in linguistic contexts,which also brings challenges for teachers to control and manage situations.Based on the above considerations,this study firstly reviews the relevant knowledge of domestic and foreign literature,sorts out and comments on the knowledge and classification of teachers,and on this basis,it makes the research objectives,ideas and methods clear and definite.Secondly,after defining the core concepts,discriminating relevant concepts,and describing the composition and characteristics of the teacher's situated knowledge,this paper uses contextual cognition and learning theory and self-organization theory as theoretical support.On the one hand,this thesis takes existing context scales into consideration to make secondary school English teachers' situated knowledge questionnaires and investigates to quantify the status quo of secondary school English teachers' situated knowledge through SPSS software;On the other hand,qualitative analysis is conducted through interviews and classroom observations to make up for deficiencies in quantitative research,so as to ascertain the problems and causes of secondary school English teacher situated knowledge from multiple perspectives during the process.Through the questionnaire survey,this thesis found that the level of knowledge mastery of middle school English teachers is generally at a general level,especially in the three dimensions of the acquisition,management and application of situated knowledge,so there is a long way to go.In addition,the survey found that the mastery of teacher in situated knowledge is directly proportional to the teacher's teaching age,which has a significant difference.While other variables,such as the location of the school,the grade of teaching,etc.,also have differences in the degree of indifferent dimensions,affecting the generation and development of the teachers' situated knowledge.In the interviews and observations,thispaper finds that English teachers in middle schools have problems in understanding and managing teachers' knowledge,dealing with situations,paying attention to students and communicating with colleagues,which need further improvement.Based on the above research results,this thesis puts forward the following suggestions from both endogenous and extrapolative aspects: To emphasis on situated knowledge and enhance teachers' awareness of self-development(constantly focus on classroom teaching situations,reasonably create English teaching situations,and focus on self-reflection in situations);To pay close attention to students and promote the interaction among teachers,students and situated(reasonably coordinate presupposition and generation;establish teacher-student relationship in dialogues);To create a good environment to promote the coordinated development of the teacher team(recognition and development of school culture;mutual assistance and support of the teacher team).