| Knowledge is the source of teachers’ teaching work and teaching creation.The renewal of knowledge is the basis for the progress of teachers’ teaching work,a reasonable knowledge structure is the guarantee of teachers’ teaching quality,and the promotion of knowledge transformation is the ultimate destination of teachers.Knowledge transformation is not only the key to realizing the professional growth of teachers,but also the demand for teachers to achieve career development.Exploring the process of individual knowledge transformation of student teachers can provide a useful reference for prospective teachers’ knowledge development and professional growth.First of all,based on the analysis of the transformation of student teachers’ knowledge and the knowledge transformation of teacher trainees,the paper drew on two theories from the teacher professional development stage theory and Schulman’s knowledge transformation model theory as theoretical basis.From a dynamic and continuous perspective,four aspects of education and teaching theoretical knowledge are explored,including teacher skill knowledge,teaching wisdom knowledge and teacher self-reflection knowledge.Secondly,according to the teacher knowledge transformation model theory,a questionnaire was compiled to investigate the status quo of knowledge transformation of student teachers in school H.Entering the educational practice site of the student teachers in School H,six real cases were selected for observation and analysis.Thirdly,the survey found that the overall knowledge conversion of student teachers is at the upper-middle level,and the degree of knowledge conversion at different levels is different.There are some problems in this process,which are specifically manifested in the following aspects: one is that student teachers lack in-depth assimilation of new knowledge in education and teaching,they actively absorb new knowledge without independent thinking and fail to update their knowledge structure in time;the second is that student teachers stay in the use of explicit teacher skills and knowledge,which is reflected that they pay more attention to the form of teaching design than the content,pay attention to the management of classroom order and easily ignore the main status of students;the third is that student teachers pursue the rapid development of teaching wisdom knowledge,they respond quickly to classroom incidents but have a single strategy,they can meet the needs of students but lacks emotional sublimation;the fourth is that student teachers have a low degree of internalization of self-reflection knowledge,teacher trainees agree with the importance of reflection but self-reflection is formalized,they can consciously reflect but the content of reflection is thin.In addition,four reasons are drawn through the analyses of six real cases: one is that it reflects that the student teachers do not have enough education knowledge accumulation,indicating that they have a narrow scope of teaching knowledge and a weak theoretical foundation;the second is that the student teachers do not have solid teaching skills,they cannot use basic motor skills proficiently and use intellectual skills reasonably;the third is that the student teachers lack a wealth of teaching practice experience,they have few opportunities to carry out a complete lesson and the time for teaching activities in the school is short;the fourth is that the student teachers have not yet formed a good reflective habit,the student teachers do not pay attention to self-reflection and do not present the content of reflection in words.Finally,in order to improve the degree of knowledge transformation of student teachers and promote the rapid growth of student teachers,student teachers should work hard to explore and obtain the breadth and depth of basic theories,heighten the ability to use teacher skills,seize opportunities to be diligent in practice and enhance self-reflection consciousness. |
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