| Practical knowledge is the knowledge that teachers gradually form about education and teaching and apply to education and teaching through the combination of information,experience,personal experience and existing knowledge obtained in educational practice through personal experience,operation and reflection in daily life,education and teaching and other practical situations.It really dominates teachers,education and teaching,not only influencing teachersf current educational behavior,but also influencing teachers’ future professional learning and development.This study in xi ’an of Shaanxi province is necessary to develop a game X kindergarten mixed-age area as a case study object,adopts qualitative research methods,based on the campus leadership recommends that meets the needs of this study 15 teachers to interview and observation,understand the kindergarten teachers mixed-age regional basic situation of practical knowledge of the game,and analyzed the teachers mixed-age regional game practical knowledge of the source,formation stage,production means and possible paths.This study for the interview,observatbn records "open eoding","axis of coding","select type code" analysis of the three stages based on the classification of the research on teachers’ practical knowledge,existing from:teachers’ self knowledge,for young children’s whole knowledge,education situation,education beliefs,mixed-age regional game knowledge of birth teacher mixed age five aspects area of practical knowledge of the game content.It is found that children,teachers,learning and scientific research activities are important sources of teachers’ practical knowledge of regional games of mixed age,and teachers’ own experience transfer and reflection also continuously enrich their practical knowledge.In the further analysis,by classifying and sorting out the practical knowledge of mixed age regional games of teachers in the three developPent stages of novice teachers,experiential teachers and backbones teachers,it is found that the generation of practical knowledge of mixed age regional games of kindergarten teachers has experienced three stages from exploration and imitation,breaking "mode" to reflection and inprovement.According to the content,source and specific generation stage of teachers’ mixed age regional game practical knowledge,the author constructs two ways of generating teachers’ mixed age regional game practical knowledge:the generation of individual teachers’ practical knowledge and the transmission of practical knowledge among kindergarten teachers.The difficulties and perplexity teachers encountered in the specific organizational practice of mixed-age regional games triggered the renewal of their practical knowledge,and finally achieved cognitive transformation through"rational conversation" and practice.Mixed-age regional games as one of the important link of birth day life activities,both to keep their own independence,also brought the interaction with other kindergarten activities,and teachers of practical knowledge of the game to generate mixed age area,is also affected by other teachers,garden activities,thus through "assimilation and adaptation,,by means of practice finally reached"balance".Based on the above content,this study proposes the endogenous and exogenous paths for the generation of practical knowledge of kindergarten teachers’ games in mixed-age areas:by awakening kindergarten teachers’ consciousness of practical knowledge,developing the habit of learning and reflection,paying attention to the accumulation of experience,and testing practical knowledge in the process;To help teachers acquire practical knowledge,it is necessary to establish a community of practice,Promote the transfer of practical knowledge of mixed-age regional games among teachers,carry out effective teaching and research models,and create a supportive research environment for mixed-age regional games. |
