| For a long time, that "theory" combine with "practice" has been a reluctant ideal of education research. As Maria(Maria N. Gravani,2008) thought that the relationship of "theory" and "practice" in education is a long-standing problem, the theoretical knowledge provided by the scholars and teachers in favor of the practical forms of knowledge appear as the antithesis many times. In fact, we often observed that such an "abnormal" phenomenon that the vast majority teachers had a great performance in theory tests, but still failed in classroom teaching. Xiang-Ming Chen (2008) believes that the opinion of combining "theory" with "practice" was always mistaken by people. Because "theory" is the external, abstract and general simplicity to teachers, while the teachers'work were rooted in the vivid, concrete and the entire educational scene, with its complex, dynamic and non-linear trajectory. Therefore, teachers need their own "theory" that was called "practical knowledge" of teachers rather than "theoretical knowledge" so as to provide a more adequate theory for "practical knowledge of teachers" study.Since 80s of the 20th century, the practical knowledge of teachers has become a more and more hot topic in the field of teacher education in most of countries (Ningbo Zhu, Li Zhang,2007). Chinese scholars also had some relevant research since 90s of the 20th century, but they had just focused on practical knowledge of teachers in characteristics, composition, function and transformation, etc. (Yong Cheng,2009).But the object of study had pointed to the teachers of primary and secondary schools more than kindergarten teachers. Even the relevant research in kindergarten teachers was still in a fragmented and superficial level, lacking of a more systematic argument and analysis. This paper attempted to study practical knowledge of kindergarten teachers in content, composition, characteristics and construction mechanism. This study combined with the relevant literature views, knowledge management theory in the SECI model and even a series of questionnaires and interviews. And the purpose of this study is to provide some valuable conclusion for the pre-kindergarten teachers and in-service training to draw upon.Entire paper contained five chapters.In the first chapter, I presented two different views of teacher's knowledge. By analyzing and comparing "Teacher's knowledge" and "knowledge for teachers" to reveal a fact that one of the priorities of education reform what is to absorb the crux of the problem information provided by front-line teachers, and not is the "exclusive diagnosis" of reformers. Thus, this paper put forward its background and research questions, research methods, research ideas, research significance, and finalized the implementation of the basic processes and related operational definitions.The second chapter is mainly about literature review. By analyzing the related discussion about practical knowledge of teachers at home and abroad, combined with the results of some research, to interpret kindergarten teachers practical knowledge of content, features and composition initially, as well as the basic stages of development of practical knowledge of kindergarten teachers, and even the basic ways to obtainIn the third chapter, I tried to search the corresponding theory for " the construction mechanism of practical knowledge of kindergarten teachers" based on literature study which consisted mainly about practical knowledge of teachers in construction, transformation, sharing, etc.. The theoretical basis of this study included "constructivist theory," "implicit knowledge and learning theory" as well as the SECI model of knowledge management theory.In the fourth chapter, I tried to analyze the internal factors and external factors which had been impacting early childhood teachers to construct their practical knowledge, combined literature review and questionnaire surveys, interviews, analysis and other methods to search the corresponding breakthrough for constructing the mechanism of kindergarten teachers'practical knowledge.In the fifth chapter, by studying the process of kindergarten teachers'practical knowledge in the aspects of construction, sharing and innovation, I try to come to the relevant conclusion of this study. Including a description of the kindergarten teachers' practical knowledge construction model and content based on SECI model which combined with some specific cases to explain the practical knowledge of early childhood teachers construction mechanism and its operation mechanism fatherly. |
