Using The Reflective Critical Incident Vignette On The Practical Knowledge In Primary School Teachers

Teachers' practical knowledge is not concrete information that can be recognized.It is hidden in the teaching process of teachers and students' interaction and communication.The teacher's own growth background,educational concept and emotional expression all become the factors that affect the teaching process.When the narrative communication is involved in the scene space of the teacher's "meaning world ",the important events of the fragment form will be connected by " reviewing" and connecting with experience and drawing the conclusion through the dialogue with the past " I ".This conclusion can be either independent thinking and creative thinking about teaching phenomena,teaching problems,reflection,exploration of problems in the past situation events,and dialogue with the past "I" is the most important link to the conclusion,which is "reflection ",which is the process of dialogue between the present thinking and the past thinking,so,Only through reflection can teachers change the existing emotions,skills,attitudes and other references from past events,and the result of this change is the practical knowledge of teachers.Teachers' practical knowledge is an important guarantee for teachers to carry out educational and teaching activities,and is the knowledge used by teachers in practical educational and teaching activities,which can be obtained mainly through personal reflection and learning from others.Teachers' reflection is not a "review" in the general meaning,but through reflection,teachers constantly update their teaching concepts,improve their teaching behavior,improve their teaching level,and at the same time form a unique self.It essentially dominates teachers' educational and teaching behavior,helps teachers to reconstruct past experiences and make good plans for future development.Paying attention to teachers' practical knowledge will help teachers to promote teachers' professional development,improve teachers' educational and teaching ability,and better carry out educational and teaching activities.This thesis selected a rural primary school in Buyi Miao Autonomous Prefecture,Southwest Guizhou Province as the research site,and carried out the research on the practical knowledge of teachers around 8 in-service teachers in this school and collected data by using interview method.The interview process itself is a reflective narrative,this study identified 110 events from the obtained narrative content,to remove repeated events and too piecemeal events,to sort out 62 preliminary events,and then the teacher himself selected the most important or most impressive intermediary events,and finally obtained 17 important events,according to the scene of the event summarized into five categories of event scenes: teaching preparation scene,teaching process scene,teaching evaluation scene,discipline management scene and moral education scene.Each scene corresponds to different reflection events,and through the analysis of these reflection events,collate and obtain the change process of teachers' practical knowledge under the situation and the final result.Finally,this study concludes that teachers' reflection is an important way to generate teachers' practical knowledge,while conflict events are important nodes for teachers to produce cognitive changes.Teachers take a certain segment of the event as the center to start reflection and generate new practical knowledge.New practical knowledge lurks in teachers' thinking and practice in the form of "tacit knowledge ".Through the reflective narration in the interview,the teacher can clarify and comb the process of producing practical knowledge,and transform "tacit knowledge" into "explicit knowledge ".