Research On The Optimizing Strategy Of Teacher Training From The Perspective Of Practical Knowledge

"Practice orientation of teacher training is an important way of promoting the teachers' professional development in the 21 st century,however,due to the understanding of" practice "is relatively shallow,lack of understanding of the relationship between theory and practice of education,and lack of understanding of its reciprocal transformation rule,thus" practice orientation "in the teacher training course is always faced with difficult to break through the concrete operational problems.The key to support "practice" is practical knowledge.Practical knowledge includes the knowledge of practical objects,as well as reflective and strategic knowledge in the process of practice.Therefore,from the perspective of "practical knowledge",this paper reexplores the effectiveness of teacher training from the rules of the generation of practical knowledge.This paper first demonstrates the essential problem of teacher professional development,that is,the improvement of teachers' professional practice ability.Among them,practical knowledge is the premise and foundation of teacher professional practice development.The article made a detailed elaboration,the practical knowledge from the content,it includes teachers' beliefs,self knowledge,students knowledge,situational knowledge,reflection ability,and strategies and so on six kind of knowledge,with the traditional "attributed to knowledge" certainty,of course,be made explicit,the understanding of practical knowledge on the bidirectional interaction under construction and situational applications,in order to practice the "purpose" as the starting point,produced in teacher reflection and action of the individual,with a comprehensive,dynamic,silent and situational characteristics.These relatively uncertain knowledge has its special content and generation mode,which provides a new perspective for the observation and discussion of the effectiveness of various forms of teacher training.Then,by combing through relevant literature and combining with my own practical observation and participation,I learned that the current teacher training activities mainly take four forms: thematic theoretical learning,base observation,task-driven learning and peer communication.Observing from the perspective of practical knowledge,the four forms of training have different emphases in promoting the internalization of practical knowledge."Base observation" enables teachers to perceive the practical wisdom of excellent peers and discover the creativity and possibility of practice."Task-driven learning" enables teachers to adjust existing knowledge and experience in thematic action and strengthen the training process of knowledge and skills by completing some professional work together.In "peer communication",teachers share their work experience through interaction to expand the situational and applied knowledge of practical knowledge.Based on the comprehensive understanding of the "purpose" and "action" of practice,these forms of training will effectively build a bridge of communication and interaction between theory and practice in an ideal state,so that teachers can go beyond the theoretical guidance on the experience level and promote educational practice more purposefully.Based on this,it is found that although these four training forms have been reflected in the current training process,the good design and vision of "practice orientation" are not satisfactory in the specific operation process.By observing the rural teacher training project in Y city,this paper discusses the learning gains of trainees in practical knowledge,and finds that the learning process of specific practical knowledge in different forms of training is not rich or deviated,which will affect the enrichment and expansion of practical knowledge in the learning process of teachers.And main performance for missing in the training process: summary evaluation of missing links,insufficient reflection analysis ability,teaching knowledge extraction,etc.,these reasons is the issue of training design and training ability on the surface,the deep reason can be summed up in the training objectives,structure,content and method of "lack of practice orientation".Therefore,in order to improve the teacher training activities,based on the practical knowledge framework,the author puts forward some optimization strategies in terms of the construction of practical objectives,optimization of training content,improvement of training structure,adjustment of training methods,etc.,so as to achieve the purpose of training through improving the teacher training work--promoting the development of teacher professional practice.