A Case Study On Practical Knowledge Generation Of Chinese Teachers In Junior Middle School

In recent years,China has successively issued documents such as the "China Education Modernization 2035" and the "New Era Basic Education Strong Teacher Plan",which indicate the direction of China’s education development.The key to education lies in teachers,and the degree of specialization of teachers affects the speed of China’s education development.Knowledge as an essential element of teachers’ professional development,plays an important guiding role in teaching practice.Faced with the call of new policies and the requirements of new curriculum standards,how teachers generate their own practical knowledge has gradually become a research hotspot in the field of education.Therefore,this thesis takes the subject of Chinese as the starting point,and explores how Chinese teachers generate practical knowledge to promote their own professional development.On the basis of combing the relevant literature on teachers’ practical knowledge at home and abroad,this study defines the concepts of teacher knowledge,Chinese teachers’ practical knowledge,generation,etc.And also combines postmodernism knowledge view,reflective practice theory,collaborative knowledge construction theory,taking a mature junior middle school language teacher as the case study object.Through interviews,observations,case studies and other methods have deeply depicted the process of Teacher L generating practical knowledge through self practice and observation with reference.First of all,through in-depth analysis of the collected data,the practical knowledge of Teacher L is extracted,which mainly includes five categories: Chinese teaching method knowledge,Chinese curriculum knowledge,interpersonal knowledge,situational knowledge,and self knowledge.Secondly,the author summarizes and extracts the factors that affect the generation of practical knowledge for Teacher L,mainly including both internal and external aspects.Among them,Teacher L can actively seek development and accumulate experience through self learning and teaching practice;Externally,the national education policies,school education concepts,and interpersonal interactions also promote the generation of practical knowledge by L teachers.Finally,based on Stahl’s collaborative knowledge building process model,the author constructs a teacher’s practical knowledge generative model in combination with the process of Teacher L’s practical knowledge generation.And draws relevant enlightenment from the teacher’s main body: teachers should focus on teaching reflection,seek active development,participate in the teacher community,participate in teacher training,be reflective practitioners,lifelong learners,experience sharers and knowledge updaters.This study explores the generation process of practical knowledge for middle school Chinese language teachers,which can improve the research results of teachers’ practical knowledge to a certain extent,broaden the research scope of teachers’ professional development,improve the self-awareness of Chinese language teachers’ teaching behavior,awaken their self-awareness of professional development,and promote teachers’ professional development through the generation of practical knowledge.