Research On Transformation Of Training Methods For Teachers' Practical Knowledge Development

Teacher training is one of the important ways for teacher professional development.In order to build a high-quality modern team of high-quality teachers,the "Outline of the National Medium-and Long-term Education Reform and Development Plan(2010-2020)"clearly puts forward the requirement of full-time training for teachers every five years.With the increase of the number of teacher programs,the continuous expansion of the training scale,and the increasing number of training audiences,the shortcomings in the current teacher training have gradually been revealed and criticized by many people.Teacher training methods have a profound impact on training quality.So what are the problems with existing teacher training methods,and how can we improve these problems to improve the quality of teacher training?This study selects several training programs of a training institution as the research object,and adopts research methods such as literature analysis,video observation method,questionnaire survey method,statistical analysis method,etc.,to the classroom teaching methods,training organization and practicality of teachers after training.A survey of the level of knowledge development was conducted to explore the main issues with the current teacher training methods.Practical knowledge is an important part of teachers'professional development.To improve the quality of teacher training,we must attach importance to the cultivation of teachers' practical knowledge.Therefore,it is necessary to clarify the constituent elements and development mechanism of teachers' practical knowledge,and put forward a strategy for the transformation of teacher training methods based on this.The survey found that the following problems exist in the teaching methods of teacher training in primary and secondary schools:single teacher training methods,which are mainly taught by experts;most of the training and teaching,the participants lose their dominant position;Lack of clear division of tasks.The analysis of the training program found that the current training organization ignored practicality and lacked diversity.According to the survey on the level of practical knowledge development of trainee teachers,we can see that the development of teacher's practical knowledge is closely related to the three dimensions of self-knowledge,subject knowledge,and teaching knowledge;the practical knowledge development of most trainee teachers is still at a low level,which seriously affects teacher training quality.Based on the theory of Vygotsky learning circle,this paper analyzes the development goals of practical knowledge of teachers in the training process:transforming public knowledge into personal knowledge,refining fragmented experience into personal theory,and exploring the endogenous motivation and The external driving force finally constructed the practical knowledge development process including the four main stages of acceptance,internalization,transformation,and externalization.Based on the mechanism of teacher's practical knowledge development,five orientations of teacher training mode transformation are analyzed:from theoretical deduction to problem solving,from cultivation to learning to centering,from one-way transmission to dialogue generation,and from system lecture to Multi-dimensional activities,from reflection evaluation to results orientation.It also puts forward specific strategies for teacher transformation:use context to stimulate teachers' vivid opportunities,establish democratic,equal,harmonious teacher-training relationships,strengthen practical combat to allow trainee teachers to learn,and focus on interaction to promote the deep participation of students.