Research On The Generation Of Teachers’ Practical Knowledge Under The Background Of Professional Development

With the new curriculum reform, teachers’professional development isattracting the attention from different levels of the government, school and theacademic and has become one of the hot topics in the field of teacher educationresearch at the same time. The core and the final demand of teachers’ professionaldevelopment are the growth of teachers’ knowledge and the improvement of teachingability which is closely linked to the accumulation and expression of knowledge. Asan integral part of teachers’knowledge, teachers’ practical knowledge is that teachersuse their existing knowledge to deal with the teaching problems in special situationbased on personal experience, so as to generate a form of knowledge. As the basis ofteaching strategies’ selecting and using, teachers’ practical knowledge plays animportant guiding role in the actual teaching and contributes to teachers’ selfreflection in order to improve the teaching behavior and to realize the teachers’professional development.This paper discusses the generation strategies through the analysis about theformation of teachers’ practical knowledge based on teachers’ classroom teachingcases. And then to reveal the practical wisdom of teachers in order to providereference and guidance for teachers who feel perplexed about how to construct thepractical knowledge. The main content of this article consists of five parts: The firstpart which is the introduction, analyzes the background mainly from the new view ofknowledge and practical teaching dilemma and expounds the significance, thoughtsand methods of this research based on the current situation of the domestic andabroad; The second part mainly discusses the reconstruction of relevant theoriesabout teachers’ practical knowledge, including the concept and content whichinvolves the explicit knowledge and tacit knowledge and make it clear that teachers’ practical knowledge improves their professional development on knowledge, belief,skill and emotion; The third part discusses the real expression of teachers’ practicalknowledge through excellent, mature and novice teachers’ classroom teaching caseand then to reconstruct the generation procession of teachers’ practical knowledgewhich is that teachers face the problem situation and use the existing schema toguide action so as to add the experience after reflection into the schema to update theknowledge structure; According to Ikujiro Nonaka’s theory of knowledge transfer,put forward the generation mode of teachers’ practical knowledge: combination,externalization, socialization and internalization; The fourth part discusses andanalyzes the affecting factors of the formation, which includes the factors of teachersindividuals, school environment and external system; The fifth part put forwardeffective strategy to promote the generation of teachers’ practical knowledge Thisdiscusses that teachers enhance the consciousness of the reflection, accumulaterelevant experience and learn autonomously to promote the formation andexpression of practical knowledge; school guides teachers to communicate with eachother and enriches the training form to provide a platform for teachers’ learning; theexternal provides the system safeguard for teachers’ practical teaching andcontinuing education to help teachers develop the practical knowledge jointly.