| Teachers’practical knowledge is the one about the reflection of personal experience and actions in their educational activities, which comes from teaching practice and specific education and teaching settings. With the case of teachers of Chinese in pre-senior classes for students from Sinkiang in Luhe High School, field study and theoretical exploration on teachers’ practical knowledge in multi-culture background are conducted.Based on the significant national education policy of " Helping Sinkiang intelligently" to develop the education in Sinkiang, the establishment of inland classes for Sinkiang students is a special kind of school pattern in ethnic minority education of China as well as a social systematic project which promotes the effective practice of multicultural education and the communications and amalgamation among nationalities in China of a multinational country. Through the status survey and theoretical exploration on the practical knowledge of these teachers of Chinese in multi-culture background, some rules, traits and experience of their practical knowledge are expected to be concluded, which is beneficial for both the enrichment and improvement of ethnic education in China and the effective enforcement of school-running policy of inland classes for ethnic minorities, and the professional development of teaching staff for these classes.On the basis of the multicultural education integration theory of educational anthropology, with qualitative investigation such as classroom observation, in-depth interview as main approaches, as well as literature research as a supplementary, an empirical research is conducted on the content construction, generative process and influencing factors of the practical knowledge of those Chinese teachers in charge of pre-senior classes in Luhe High School. Then some countermeasures and suggestions are brought forward in order to promote the practical knowledge of Chinese teachers in inland pre-senior classes.The thesis is divided into seven parts.Chapter one mainly introduces the origin, significance, literature review, core concepts, theoretical basis, research approaches, key points and difficulties, innovations, research process and content framework of this research.In chapter two basically introduces the establishment and development of inland senior classes for students from Sinkiang, and the counterparts in Luhe High schools and the teaching and management there, which serves as the basis for the following study.In chapter three, through the observation and description of classroom cases the content construction of practical knowledge of these Chinese teachers is interpreted, besides, the particularity of their practical knowledge is found lie in the cultural sensitivity.In chapter four, with in-depth interview, the interview discourse of these Chinese teachers is narrated and the dynamic generation process of their practical knowledge is analyzed. It is found out that the generation process is developed from spontaneity to conscientiousness, including four sequent stages, namely, perception difference, reflection, interaction practice and knowledge generation.In chapter five, theoretical analysis is conducted on the internal and external factors influencing the generation and development of the teachers’ practical knowledge. Internal factors include the teachers’individual life history, cultural identities, reflection ability, and educational concepts. External factors consist of national education policies, the school-running concepts, the particularity of teaching objects, and the goals of subject teaching.Chapter six brings forward eight suggestions on the policies for the development of their practical knowledge in terms of both external support extent and internal appeal for the individual professional development of teachers, which serve as the starting point of further study.The epilogue summarizes the main contributions of the research and some problems worthy of further exploration. |
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