A Narrative Study Of The Practical Knowledge Of A Chinese Language Teacher In The "50s" Middle Schooly

The reform of basic education curriculum requires "emphasizing the professional development of teachers".The study of teachers' practical knowledge is the basis for studying the professional development of teachers.For the professional growth of teachers,teachers' practical knowledge builds a bridge between communication education theory and educational practice.This thesis uses the method of narrative research to deeply explore the content and core of the practical knowledge of a teacher of the “post-50s” middle school—the teacher of Yu zhi(a pseudonym).The practical knowledge of the teacher is the starting point for teaching Chinese: “ Language is the accumulation and tempering of life;the true meaning of the Chinese class: "Chinese class should tell 'taste'";the essence of teacher-student relationship is "teaching and learning";the link between Chinese teaching and learning: Chinese textbooks.The generation mechanism of practical knowledge is closely related to personal character,habits,personal experience and external education environment,institutional policies,etc.,but the most important one is the process of teacher's own dialogue,reflection,construction and summary of experience.Through the introduction of the author,it can lead to the empathy and thinking of people who care about the practical knowledge of education and teaching.This is the most realistic meaning of this research.