| In recent years,the continuous promotion and innovation of education by the country has shifted from "external" educational scale and quality to "internal" teacher groups and individual teacher development.Teacher practical knowledge is an important intermediary for transforming educational theory into educational behavior in the real educational field,and is also the foundation and core element for improving educational quality.Teacher’s practical knowledge is the knowledge that teachers "do" in teaching practice.It not only enhances teachers’ discourse power and subjectivity,but also helps teachers better cope with the complexity and uncertainty of education,allowing them to create meaningful educational events "on the fly" through self decision-making and independent action based on real educational situations,increase practical knowledge,and change educational actions,Thereby obtaining a sense of professional satisfaction and efficacy,and promoting the sustainable development of one’s own profession.As a result of understanding practice,teachers’ practical knowledge inevitably comes from and belongs to practice.Teachers conduct teaching in the classroom,and their teaching activities are the source of practical knowledge.The practical knowledge of teachers also helps teachers carry out classroom teaching smoothly,helps educators return to teaching practice,promotes students’ overall development,and ultimately points to continuous improvement in teaching practice.Based on the consideration of the relationship between classroom teaching and teachers’ practical knowledge,this study explains the basic concepts and interrelationships between classroom teaching and teachers’ practical knowledge.Using interview methods,it directly faces and examines the real problems of teachers’ practical knowledge existing or "hidden" in classroom teaching,based on basic theoretical research,and strives to form a framework system related to teachers’ practical knowledge at the operational level.In the current classroom teaching of primary and secondary schools,there are problems such as cognitive bias in teachers’ practical knowledge and the separation of practical knowledge from classroom teaching.Based on the analysis and value clarification of practical issues,this study is based on classroom teaching to illustrate the content,level,and value of teachers’ practical knowledge.Then,it expounds the generation mechanism of teachers’ practical knowledge.In real classroom teaching practice,teachers constantly construct practical knowledge,and the generation process includes four stages of cyclic development.On this basis,this study proposes a path for the generation of teacher practical knowledge from both teachers and schools,with a view to promoting the rational development of teacher practical knowledge,ultimately promoting the sustainable development of teacher profession,and truly promoting the high-quality development of education. |
