Research On Practical Knowledge Of International Chinese Teachers For Novice Teacher And Proficient Teachers

Practical knowledge refers to the understanding of education and teaching that teachers actually use and or show in their teaching practice.It is an important part of teachers’ knowledge.It plays a positive role in Teachers’ effective teaching activities,improving the quality of education and teaching and promoting self-development.Studying the practical knowledge of international Chinese teachers for novice teachers and proficient teachers,summarizing their unique types of practical knowledge,and exploring the influencing factors of their creation and development will help us more clearly and accurately understand the continuous process of improving professional knowledge and skills of international Chinese teachers.Based on the previous research methods and achievements,this study takes six oral teachers as the research object,including three novice teachers and three proficient teachers.Using the methods of stimulating recall and semi-structured depth interview,the research was carried out by Nvivo qualitative analysis software.First of all,the classroom activities of six teachers were recorded.After each classroom observation activity,through playback and reproduction of the course,the teachers were asked to recall and report their specific ideas in teaching,that is,"what did you do" and "why did you do so",so as to reveal the teaching ideas behind their teaching behavior,and record,transcribe and encode them.On this basis,eight kinds of practical knowledge of international Chinese teachers are analyzed and summarized,which are language ontology knowledge,general teaching knowledge,Chinese as a second language teaching knowledge,knowledge about students,teachers’ self-knowledge,culture and cross-cultural communication knowledge,knowledge about environment,and knowledge of curriculum and course type.The study found that among the eight types of practical knowledge,teachers of general teaching knowledge and Chinese as a second language teaching knowledge use the most frequently,Chinese ontology knowledge and curriculum and course type knowledge account for less,and culture and cross-cultural communication knowledge and knowledge about the environment use the least frequently.Among them,the amount and frequency of knowledge about students reported by Proficient teachers than those reported by novice teachers.After that,this study also conducted semi-structured depth interviews with teachers participating in the stimulating recall report,and found that personal attitude and cognition,strengthening of basic knowledge and skills,after school teaching reflection,practical experience and experience accumulation,the influence of other teachers,the influence of students,the training and practice organized by the school,the development of communication and the sharing of resources The nine factors of the curriculum offered by the school have a great impact on the generation and development of teachers’ practical knowledge.Finally,based on the above research,this paper attempts to discuss the development and promotion strategies of international Chinese teac hers’ practical knowledge from two aspects: Teachers’ personal and exter-nal environment.From a personal point of view,novice and proficient teachers should enhance their awareness,take the initiative to learn,and constantly reflect and summarize to accumulate experience.In addition,novice teachers should pay more attention to students,be familiar with the environment and carry out teaching according to the course type,w-hile skilled teachers should pay more attention to keeping up with the development of the times and actively accept new knowledge.Society,schools and other external environments can lay the foundation,create conditions and provide opportunities for the development of international Chinese teachers from three perspectives: optimizing the curriculum,inc-reasing practice opportunities and establishing a sharing platform.