A case study of a experienced teacher's Practical Knowledge on Elementary Chinese Teaching
| Autor: | Hsuer -Ping Wang, 王雪萍 |
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| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 The purposes of this study were to explore the components of practical knowledge of a experienced teacher on Chinese teaching, and how the teacher apply these knowledge in teaching area actually. This study used qualitative method. The subject was purposeful sampling cited from Chinese teaching. The datum were collected mainly by natural observation, in-depth interview, and document collection. In order to reach research purposes. This study took one more year to complete it. The findings of this study were as following: 1. The content of teacher Chu’s practical knowledge can be grouped into the following component：self- knowledge, subject matter knowledge, knowledge of learners, knowledge of context, and pedagogical content knowledge. Each component of teacher Chu’s practical knowledge might complements with others, and influence each other. 2. Among them, self- knowledge guided teacher Chu’s practical knowledge and influenced other practical knowledge. Also, pedagogical content knowledge mixed his self- knowledge, subject matter knowledge, knowledge of learners …by teacher herself, and it was presentation of practical teaching. 3. The component of teacher Chu’s practical knowledge were as following: （1）Self- knowledge: It focused on the feelings teacher Chu who learned Chinese., and the educational philosophical views of teacher Chu. （2）Chinese value and content : Teacher Chu thought that Chinese played a important role in child’s learning and it also the base of other learning. Besides, she put emphasis on students’ development of reading and writing. （3）Knowledge of learners: Teacher Chu thought that children had their own potential and they could create their own knowledge. For example, children was just as library which had various message. （4）Knowledge of context: Teacher Chu thought that the learning context would affect students’ achievement. Especially under the policy of new curriculum, she had her own opinion and strategy. （5）Pedagogical content knowledge: It combined every kind of practical knowledge that mentioned above and made up her teaching model, such as: B.B.Q games …and so on. These active and various teaching became her teaching features. She could also create her own teaching materials and advance the learning of students. Moreover, teacher Chu’s teaching quietly valued the thinking of students. （6）The classroom management knowledge of teacher Chu was based on the behaviorism. conclusively speaking, practical knowledge was a special system of knowledge, changeable. It was opposite to theoretical knowledge. Also, the practical knowledge of teacher Chu would affect with each other. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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