A Case Study On The Generation Of Practical Knowledge For Master Of Geography Rural Education

Since the 1980 s and 1990 s,teachers' practical knowledge has been the focus of attention of the researchers.It is the core part of teacher knowledge structure;It is the knowledge of teacher true believe in and reflect teacher comprehensive accomplishment.It is very important to improve teachers' practical knowledge for adapting to the requirement of new curriculum reform.However,in recent years,scholars have mostly focused on the research on the practical knowledge for normal students and teachers,and neglected the analysis of the practical knowledge of the rural education master.Therefore,the study analyzes the practical knowledge possessed by the rural education master and the key factors generated to improve the teaching ability of teachers taking geography as the background.The Full Text Through Interpersonal knowledge,situation knowledge,strategic knowledge,education belief,self-knowledge and critical reflective analyzes the practical knowledge of teacher C as the research object who is the newly graduated rural education master through classroom observations and interviews,and expounds the practical knowledge possessed by her and the main factors that form,and puts forward relevant Suggestion and targeted strategy.By analyzing,it can be seen that teacher C already had some teachers' practical knowledge when she graduated from master rural education,form the interview and classroom observation,it can be learned that the practical knowledge of teacher C is formed under the influence of various factors,including growth experience,teaching experience and three years of teaching practice,but the play a critical role is the cause of theory combined with practice in time during the period of researching the degree of rural education master.