Narrative Inquiry on the Formation of Practical Knowledge of College English Teachers' Teaching Reform

DOI

10.2991/icemct-17.2017.93How to use a DOI?

Keywords

College English Teaching Reform, Teachers' Practical Knowledge and Narrative Inquiry

Abstract

In the teaching reform, teachers as a direct practice, the success or failure of teaching reform plays a direct role. This year, with the advance of the new curriculum reform, the practicality of teaching reform has been pushed to the cusp. The teacher's practical knowledge is closely related to the teacher's own experience, which directly affects and dominates the teacher's behavior and affects the teaching effect. This article uses the fashionable narrative research method to study the actual teaching experience of the college English teachers in the teaching reform, and summarizes the formation and the change of the practical knowledge of the teaching reform, so as to discuss the construction of the practical knowledge in the teacher's teaching reform.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Linzhi Shao
PY  - 2017/05
DA  - 2017/05
TI  - Narrative Inquiry on the Formation of Practical Knowledge of College English Teachers' Teaching Reform
BT  - Proceedings of the 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017)
PB  - Atlantis Press
SP  - 411
EP  - 415
SN  - 2352-5398
UR  - https://doi.org/10.2991/icemct-17.2017.93
DO  - 10.2991/icemct-17.2017.93
ID  - Shao2017/05
ER  -