The Present Situation,problems And Countermeasures Of Teachers’ Practical Knowledge

Practical knowledge is formed in teachers’ teaching practice,which is a high generalization and trial of teaching experience.It plays an increasingly important role in teachers’ own growth and professional development.Studies have widely shown that the cultivation of practical knowledge should be carried out throughout a series of approaches to teacher professional development,such as continuing education,teacher training,expert lectures and teaching and research activities.With the deepening of the research,how to effectively promote the improvement of teachers’ practical knowledge has become an increasingly concerned problem.The practical knowledge of teachers is closely linked with the daily teaching work,and the current situation of the development of teachers’ practical knowledge is investigated and analyzed in combination with the teaching practice,so as to find out the deep problems and explore the relevant strategies that can really promote the improvement of teachers’ practical knowledge.Based on this,a provincial demonstration school(Z Middle School)in Wuhan was selected in this study.Questionnaire and interview were combined to investigate the current situation of practical knowledge of all teachers in the school,analyze the existing problems and the underlying reasons,and finally put forward appropriate improvement strategies and suggestions.The full text can be summarized into the following five parts:The first part clarifies the research status and significance on the basis of literature review,and analyzes and interprets the connotation,characteristics,components and content dimensions of teachers’ practical knowledge by referring to previous systematic research results,which lays a foundation for subsequent investigation and research.The second part is the introduction of research design and methods.After clarifying and clarifying the research problems and research ideas,the research objects,methods and research processes are elaborated,and the reliability and validity of the research is tested to ensure the quality of the research.The third part mainly presents the investigation results and the current situation analysis.According to the survey data obtained from the six dimensions of the questionnaire,the ratio analysis method is adopted to describe and analyze the development status of teachers’ practical knowledge:the overall development level and the development status of the six dimensions.The correlation analysis of teachers’practical knowledge is carried out by using correlation analysis method:the correlation of six content dimensions.The T test and variance analysis are used to analyze the difference of the development status of six dimensions of teachers’ practical knowledge:the difference status of different genders,different teaching ages,different professional titles,and different educational backgrounds.The results are as follows:most of the teachers are in the middle level of practical knowledge,and there is room for improvement on the whole.The six content dimensions are closely related and influence each other;The overall development of teaching tact and strategic knowledge is better,but there are differences in teaching years.The critical reflection knowledge of teachers is the worst,and there are obvious differences in different professional titles.In addition;self-knowledge,interpersonal knowledge and educational beliefs all reflect different degrees of problems.The fourth part is the reason analysis.Combined with the collected interview data.this paper explores the reasons for the problems in Z middle school teachers’ practical knowledge,and makes a summary analysis and targeted analysis of the reasons behind the problems from the perspectives of environment and subject development and practical knowledge itself.The fifth part aims to explore the promotion strategies of teachers’ practical knowledge.Based on the problems existing in the teachers’ practical knowledge and reason.put forward the following strategies to the promotion of teachers’ practical knowledge,strengthen teachers’ recognition and understanding of professional development,set up "line" and "offline" double support path,teacher training and mining internal potential,critical reflection to optimize learning community,cooperation sharing,echoing different needs,the school precise classification measures.