A Study On The Conditional Knowledge Generation Strategies Of Primary School English Teachers

Primary school English teachers’ conditional knowledge is the inevitable requirement of optimizing the primary school English teachers’ professional development,to improve effective teaching,strengthen teacher education reform and accomplish the specific reform methods.Firstly,the author put the primary school English teachers as study objects,through literature analysis of home and foreign existing literature related to teachers’ conditional knowledge carding and analysis,determine the conditional knowledge connotation of primary school English teachers.Secondly,the author quantifies and qualifies analysis to understand the current situation of conditional knowledge of English teachers in primary schools,so as to find out the problems in the generative process.In the next stage,current problems in primary school English teachers’ conditional knowledge have been analyzed and the causes for those problems also have been discussed.Then the author put efforts to the generating conditions of conditional knowledge within and outside,and construct the generating model for primary school English teachers.In the end,effective strategies were put forward.The thesis has 5 chapters which as follows:There are four main parts about the introduction.Firstly,the author illustrates the reasons and meaning of the research through the perspective of theoretical and practical significance based on the deficiency of current research and the shortage of practice.Secondly,current study is sorted and analyzed through the perspective of teacher’s knowledge,English teacher’s knowledge,and English teacher’s conditional knowledge.Thirdly,the author defines 5 concepts at length which are primary school teachers,teacher’s knowledge,teacher’s conditional knowledge and generation.At last,research techniques are elaborated.Chapter 1 concludes 4 kinds of theoretical foundations:constructivism learning theory,theory of generative learning,Ikujiro Nonaka’s SECI model and language input learning theory.The thesis discusses relationships between English teacher’s conditional knowledge and these three theories,then investigates the generative actuality among teachers and gives support to raise strategies.The key of the SECI model in the field is to provide reference for English teachers’ conditional knowledge generation model,and the transformation of knowledge is of great importance to the internalization and extemalization.In Chapter 2,the author investigates the generation of primary school English teacher’s conditional knowledge by using the combination of quantitative and qualitative research.In the quantitative stage,160 primary school English teachers have done a questionnaire survey by online platform.In qualitative phase,a primary school in Xi’an has been chosen.By using random sampling,the author chose three English teachers in this school to interview with semi-structured interviews,combining participation observation records simultaneously,and thoroughly analyzing the primary school English teachers’ current conditional knowledge generation.-Then the author states the generating situation of primary English teacher’s conditional knowledge through 5 dimensions(teacher’s pedagogy knowledge,psychology knowledge,the teaching theory and curriculum theory knowledge,the modern educational technology knowledge,and the knowledge of teacher language consciousness)by questionnaire survey,semi-structured interview,and participatory observation method.In Chapter 3,based on the theoretical foundation and practical investigations of this thesis,the author constructs the generating model of primary school English teacher’s conditional knowledge,which concludes three parts.First of all,current issues and reasons behind them are discussed.Then the author expounds the conditions of generating primary school English teacher’s conditional knowledge inside and outside.Lastly,the author combines theory of generative learning and Ikujiro Nonaka’s SECI model to generate the model of primary school English teacher ’s conditional knowledge based on investigation,then elucidates the structure meticulously.Chapter 4 proposes specifically strategies from five dimensions in line accordance with generating situation and model of primary school English teacher’s conditional knowledge to help primary school English teacher generate conditional knowledge preferably and offer advice to teacher’s education.