A Case Study On The Practical Knowledge Development Of Teachers In Productive-oriented Oral Language Teaching

The development of TCFL(Teaching Chinese as a foreign language)is in the ascendant,which puts forward new requirements for teachers and teaching methods.The Productive-Oriented Approach(POA);as a native theory of second language teaching in China,has been proved to be effective in promoting TCFL.However,the study of its impact on the development of Chinese teachers is still a virgin land.The research topic of how teachers accept this new theory and how to achieve their own development in the transformation of practice and theory has not attracted the attention.The development of teachers' practical knowledge is the basis of teachers'professional development and has important theoretical and practical significance.Because most of the existing research on teachers' practical knowledge is the induction of static knowledge,it has become the core topic of teachers' practical knowledge research to adopt new perspectives and methods to study the dynamic development process of teachers' learning.This study uses case study method to track and investigate the process of POA teaching of a Chinese teacher.It collects abundant data through classroom observation,interviews,and auxiliary materials.It reveals the situation and process of teachers learning and teaching,to research the following questions:(1)How does the teacher implement POA teaching practice?What are the teacher' and students' feedback on it's effectiveness?(2)Does POA affects the development of teachers' practical knowledge?If so,in what ways?What are the characteristics of the development and construction of teachers' practical knowledge?(3)The enlightenment of this study on TCFL.The main findings are as follows:(1)Teachers' practice of implementing POA in class is mainly divided into three parts:Motivating,Enabling and Assessing.Both teachers and students hold positive attitude towards the feedback of POA teaching effect.(2)POA has a great influence on the development of teacher's practical knowledge,which is mainly embodied in four aspects:self-knowledge,student-knowledge,subject-knowledge and situation-knowledge,presenting the characteristics of "improving in twists and turns","deepening in familiarity","perfecting in practice" and "growing in communication".At the same time,the development and construction process of teachers' practical knowledge generally presents the characteristics of "supporting by internal factors","consulting with external environment" and "reflection and promotion in problem situations".(3)In the course of the research,we find that the development of international Chinese education should pay attention to:based on the wisdom of traditional education,innovating teaching methods;building a community of research practice;promoting teachers',reflection and learning based on teaching practice.This study is helpful to deepen the understanding of POA and teachers' practical knowledge,and has both theoretical and practical significance.In theory,it not only provides a new perspective and research material for the development of practical knowledge theory,but also provides a possibility for the further development of POA theory.In practice,on the one hand,it can provide experience for teachers to implement POA,on the other hand,it can also provide useful guidance for teachers'practical knowledge and professional development.