A Case Study About University Teachers' Practical Knowledge Of Teaching

The practical knowledge of teaching is an important dimension of teachers'professional development, and a major factor impacting the formation of teachers'curriculum consciousness. Teachers'professional development is broken away from the real situation of the individual, and troubled in a kind of knowledge dilemma, because of the neglect of understanding the teachers'practical knowledge of teaching. The curriculum reform is inefficient because of the lack of teachers' knowledge in natural state. The true meaning and mechanism of teachers' practical knowledge of teaching can be known only by closing the reality of their teaching life."What to say by the teacher in the classroom, how to teach, why was this teaching"---- Along this line of thought, the teaching of educator Professor Chuting Zhang was selected as a case in this study. Professor Zhang's teaching philosophy, the knowledge about teaching and self-knowledge was presented by using qualitative research methods. Education itself is a kind of people-oriented career in Professor Zhang's teaching life, which attending to the free growth of students, pursuing the students---based content of teaching, not sticking to unified teaching method. University teacher is the symbol of the university itself and curriculum resource. This kind of knowledge is closely linked with his or her personal lives, formed by the subject background, and optimized through self-reflection. This knowledge is an organic whole, which comes from practice and embodies the personal style. It is in a state of silence flowing in the form of story, and becoming better and better through the constant reflection of individual.Accordingly, there are many instructive meaning for teachers' professional development. The positive and new meaning is to promote professional development of teachers by strengthening the teacher education emphasized curriculum consciousness, constructing the profession culture of teachers which highlighting the practical knowledge of teaching, developing the life history studies of teachers, forming learning community of teachers, and promoting the combining with teaching and research, encouraging individualized teaching style.