A Case Study On High School Geography Teacher's Pratical Knowledge In The Situation For Classroom Teaching

Under the background of the exploration and development in specialization for the teachers all around the world,the current construction of teacher specialization in our country is being carried out in earnest,and building a high-level teacher body has become an indispensable part of our country's educational development strategy.The rise of post-modern knowledge and the research results of teacher education show that teachers'practical knowledge is a critical cornerstone of teacher's professional development,which lurks in the daily teaching practice of teachers,and is born in the accumulation,reflection and refinement of teachers' teaching experience,it dominates and actually guides teachers' educational and teaching behaviors.In recent years,researchers at home and abroad have tried to make teachers' practical knowledge manifest from different perspectives and categories,in order to spread and popularize this kind of knowledge which "can be sensed but not expressed in words".However,it should be pointed out that most of the current researches pursue the general issues of teachers' practical knowledge,those ones point to the fact that the researches of practical knowledge of subject teachers are still not abundant enough,and the research results of practical knowledge of geography teachers are relatively rare.With the core competence of subject becoming the main axis of deepening the curriculum reform of basic education in our country,the emergence of core competence of geography in high school has led us to rethink the unique value and status of geography discipline,and the practical knowledge of geography teachers also has the distinctive features and characteristics of geography discipline.Therefore,it is of great significance to study the practical knowledge of high school geography teachers under the situation for classroom teaching to enrich the case results of the practical knowledge of geography teachers,to stimulate the geography teachers to understand,examine and critically reflect on their practical knowledge under the orientation requirement of core literacy,and to promote the professional development of geography teachers.This study uses qualitative research method,takes activity theory as the research perspective,and conducts a two-month field survey of Mr.Hu's geography class in D Middle School in Chongqing through non-participatory observation,video,interview and physical data collection.It explores the generation status and characterization of practical knowledge of high school geography teachers under the context of classroom teaching through in-depth analysis and interpretation of qualitative data.This study consists of the following five parts:Part ?:Introduction.Firstly,it introduces the origin,background and significance of this study,and then,according to the current situation and characteristics of the practical knowledge of foreign and domestic teachers,the literature review is carried out by the method of summarizing the main views of the representative figures and the visual analysis of Citespace,finding and summarizing the shortcomings of the current research results,laying the foundation for the necessity and innovation of the research,and finally defining the core concepts of the study.Part ?:Research design.This part mainly explains the starting point and landing point of the qualitative research method that the research chooses,as well as the research perspective of this paper-activity theory and development overview.It chooses nested dynamic of teacher's practical knowledge generation mechanism as the analytical framework of this paper,which is designed by the domestic scholar Weigo according to the third generation of activity theory.The latter part primarily introduces the sampling principle of qualitative research and the selection process of the research object.From what has been discussed above,the technical roadmap for this study is made.Part ?:The dynamic of analysis of geography teacher's practical knowledge in the situation for classroom teaching.The typical situation of the sections of "Urbanization","Regional Industrialization and Urbanization:Taking the Pearl River Delta as an Example " "Business and Trade" "Transportation Layout and its Impact" taught by Mr.Hu during field observation are selected as the examples in this part.It describes and analyzes Mr.Hu's dynamic condition of practical knowledge integrally and interrelated with "Teacher Subsystem(Knowledge Transference System)" and "Student Subsystem(Knowledge Acquisition System)".Part ?:Practical knowledge of geography classroom teaching.On the basis of the third part,the four themes of Mr.Hu's practical knowledge of geographical classroom teaching are further summarized and integrated:(1)"Witticism"-the combination of gravity and humor;(2)the gesture-the second language of geography teaching.;(3)the courseware:if we wants a tool to do its best,we need to obtain the using method first;(4)the tangible teaching plan and the intangible teaching planPart V:Conclusion and Reflections.Through the above content research,it puts forward some conclusions,reflections of validity and generalization,makes a prospect of the deepening of future-related research.