A Practical Knowledge Of High School Language Teachers

With the development of Teacher's Professionalization in recent years, more and more people recognize the speciality of teacher profession. In China, many scholars had made lots of arguments on the cultivation of expert-teacher. Teachers' knowledge which embodys the speciality of teacher has gained many attention. Most scholars holds that teachers' knowledge should cover subject knowledge, pedagogy knowledge, psychological knowledge and broad knowledge. Most people think if only anyone has learned these knowledge then he can teach. But such is not the case. We have heard or experienced many problems: many graduates from normal university feel incompetent to teach;teachers found that the psychological knowledge and pedagogy knowledge were useless in their teaching practice; although teachers have learned new notion advocated by experts,teacher still use the dated notion to guide their instruction. These truth all indicate that theory knowledge is only one part of teachers' knowledge. In fact, there exists the influence of something implicit or tacit. It really exists even we have not noticed or neglected it for a long time. Although unknown to us just like a black-box, it is the main guide of teachers' instruction. It is teachers' practical knowledge.This paper tells LiHua's stories and reveals the content of her practical knowledge, the factors which influence the formation and development of her practical knowledge. At last, this paper gives some advice to the Li and X school.This paper consists of six parts. The first part mainly discussed the cause of this study, the meaning ,the methods and the process of the study. The second part reviewed the studies on teachers' practical knowledge and pointed out some problems in these studies. The third part told Li Hua's stories from the perspective of personal life story and teachers' professional career. We found that the critical events and people in Li's life story had impact on shaping her practical knowledge. The fourth part distilled six component parts of Li's practical knowledge: educational notion, knowledge on Chinese subject, self-knowledge, knowledge on environment, instructional knowledge and knowledge on class administration. The fifth part revealed some factors that influenced the formation of Li's practical knowledge. The external factors contain her school culture, training, interaction between teachers. The internal factors consist of the positivity of professional development, critical events and persons in her life story, personality, instructional experience. The sixth part pointed out some advice for Li Hua and her school to advance the development and update of her practical knowledge.