Research On Practical Knowledge Of General Practice Teachers In Rural Primary Schools:Knowledge Type And Generation Process

The professional development of teachers is an important guarantee to promote the steady progress of education.The cultivation of general teachers in rural primary schools is an important measure to establish the quality of rural basic education in China.From the perspective of the international situation,in developed countries and regions,the package class system and small class teaching have gradually become the trend of the development of basic education.From the perspective of domestic demand,China is moving towards the path of small class teaching and teacher package class system from urban to rural areas,especially in rural areas,the cultivation of general practitioners with strong professional ability and solid discipline foundation is to solve the structural shortage and educational resources One of the sleepy moves.In the notice of the Ministry of education and other five departments on printing and distributing the action plan for revitalizing Teacher Education(2018-2022)(teacher [2018] No.2),it is clearly proposed in the work requirements that "for the cultivation of excellent primary school teachers with comprehensive quality and professional development,it is important to explore the cultivation mode of learning from the training experience of international primary school general practice teachers and inheriting China's education tradition".The training of general teachers in primary schools is not only the need of the reality of rural primary education,but also the need of the comprehensive teaching of primary school curriculum.The growth of general practitioners is inseparable from educational practice and the formation of rich practical knowledge.Therefore,exploring practical knowledge of rural primary school general practitioners is of great value to the development of primary school general practitioners.This research adopts a bottom-up research perspective with the author as a research tool,and collects research materials through participatory observation,open interviews,structural interviews and other research methods,using NVivo 12 Plus and other software analyze the data through three-level coding of grounded theory and situational analysis,explore the characteristics of practice scene of village general practice teachers,the types of practical knowledge of village general practice teachers and the process of practical knowledge generation of village general practice teachers,in order to enrich the relevant theories of research and development of practical knowledge generation of teachers and help village general practice teachers to have a clearer understanding It belongs to its own practical knowledge and actively constructs it.It is found that the practice scene of village general practice teachers has the characteristics of multi role experience,general practice continuity and field diversity.Among them,the multi role experience is reflected in the multiple identities of general practice teachers in practical teaching;the general practice connectivity includes two aspects: general practice teaching content and general practice teaching strategy;the field diversity is reflected in the different practice places of the teaching subjects and the ability to obtain more discipline training and learning opportunities.The types of practical knowledge of village general practice teachers are about educational belief,about self knowledge,about students' knowledge and about general practice subjects.The practical knowledge about educational belief refers to the lasting guiding force in the education and teaching of general practitioners,which is the theory believed in by general practitioners and plays a dominant role in the education and teaching behavior of village general practitioners;the knowledge about self is the knowledge about self-efficacy,self-evaluation and self positioning of general practitioners from the perspective of general practitioners' identity;the knowledge about students can help To help teachers better understand students,so that the teaching behavior of general education meets the needs of students;the knowledge of general subjects has fusion and relevance,which can adjust the teaching content and means from the practice of general education.In the study of practical knowledge generation process of village general practice teachers,six village general practice teachers with rich practical knowledge are selected by purposeful sampling,and it is concluded that their professional growth has roughly gone through three stages: paying attention to general practice identity,general practice subjects and students' needs.Paying attention to general practice identity is a process for general practice teachers to constantly pursue and construct themselves and actively overcome the crisis of general practice identity;in the stage of paying attention to general practice subjects,teachers attach importance to general practice subjects teaching and improve teaching quality by means of knowledge integration and flexible use of teaching strategies among subjects;paying attention to students' needs is to cultivate students as "whole people" and be able to achieve higher and further development Attitude to see the development of students.The generation process of practical knowledge of village general practice teachers is divided into three stages: contextualization,de contextualization and contextualization.The contextualization stage is the stage in which the practical knowledge of village general practice teachers cannot be separated from the specific situation they experience,and the practical knowledge in this stage is fuzzy;the de contextualization stage is the stage in which general practice teachers can break away from the continuous reflection and analysis of teaching practice Situation is the process of de situational thinking and gradually abstracting the theory that the individual believes in;re situational is the process of theory reduction to the new situation when the belief theory generated by the main body of general practice teachers in the village is applied to practice again.Finally,the feasible suggestions put forward in this study are to promote the concept of two-way learning for general practitioners,to build a practical community for rural general practitioners and to establish a special training system for general practitioners.Dual path learning emphasizes on improving the reflective ability of general practice teachers in village and small schools from the perspective of learning path,breaking their past understanding of general education and teaching;building a practical community of general practice teachers in rural areas,instead of simply using the "apprenticeship system",we can consider multilateral participation and various forms of guidance for teachers' practice;establishing a special training system for general practice teachers,and finding a suitable agriculture The disease of village general practice teachers lies in "taking medicine according to the case" and improving the effectiveness of rural teacher training in combination with external training requirements.