Design And Practice Of Collaborative Construction Activities For Teachers’ Practical Knowledge Generation

The implementation of new curriculum reform policies such as new curriculum,new teaching materials and new curriculum standards has put forward higher requirements for teachers’ self-development.As the core of promoting teachers’ own development,practical knowledge is particularly important.As an important means of knowledge acquisition and knowledge generation,collaborative knowledge construction is an effective way to generate teachers’ practical knowledge.Therefore,this study focuses on the core issue of "how to design collaborative knowledge construction activities to promote the generation of teachers’ practical knowledge".Based on this,specific research questions are determined: first,what is the current situation and demand of teachers’ practical knowledge generation? Second,what is the collaborative construction activity oriented to practical knowledge generation?Third,what is the effect of collaborative construction activities oriented to practical knowledge generation?Based on literature research,investigation research,action research and other research methods,and based on experiential learning circle theory,learning community theory,activity theory and SECI model theory,this study conducted correlation analysis between the process of practical knowledge generation and collaborative construction activities,designed collaborative construction activities oriented to practical knowledge generation,and verified the effectiveness of this study through practice.The specific research results are as follows:(1)Analyze the current situation of teachers’ practical knowledge generation.This paper conducts a questionnaire survey on subject teachers from five dimensions of practical knowledge: self-knowledge,subject knowledge,student knowledge,situational knowledge and educational belief,two generation mechanisms of individual construction and collective construction of practical knowledge,and three aspects of teachers’ demand for practical knowledge generation.To understand the development status of different dimensions of teachers’ practical knowledge,the current generation mechanism and the problems existing in the generation process,so as to provide reference for the subsequent collaborative knowledge construction activities for teachers’ practical knowledge generation.(2)Design collaborative construction activities oriented to practical knowledge generation.Based on the analysis of the current situation,this paper analyzes the correlation between practical knowledge generation and collaborative construction activities based on SECI model,expounds the principle of collaborative construction activities oriented to practical knowledge generation,designs the activity framework from the aspects of elements,field and process,and explains the evaluation method of collaborative knowledge construction activities oriented to teachers’ practical knowledge generation.(3)Verify the effectiveness of collaborative construction activities on teachers’ practical knowledge generation.In this paper,three rounds of action research are carried out on the constructed collaborative construction activities oriented to practical knowledge generation.The process evaluation and summative evaluation are combined to analyze the promoting effect of collaborative construction activities on teachers’ practical knowledge generation from the aspects of practical knowledge level,collaborative construction activity quality and their correlation.The research results show that the generation of practical knowledge is a repeated and iterative process.Through the integration of teaching and research field,practice field and reflection field,the collaborative knowledge construction process of sharing,argumentation and negotiation,creation and sharing,application and reflection,practical knowledge has a more appropriate generation condition and environment.It is helpful to improve and generate five dimensions of teachers’ self-knowledge,subject knowledge,student knowledge,situational knowledge and practical knowledge level of educational belief.At the same time,the research helps teachers to understand and deeply participate in the process of collaborative knowledge construction,improve the method and ability of collaborative knowledge construction,and enhance professional development.