教师个人实践知识对教师的教学起着及其关键的作用。
Firstly, teachers personal practical knowledge plays a filtrating role in the process of getting rational knowledge.
于是我选择了叙事研究的方法研究教师在一定的教学情境中过建构起来的个人实践知识。
Therefore I chose narrative study to conduct my research on the teacher's personal practical knowledge in a certain teaching situation.
从一堂体育课的观察开始，探讨教师如何从问题出发，逐步找寻解决问题的方法，最后获得属于教师个人的实践性知识。
Beginning from the observation of one physical education class, the proceeded from a specific problem, sought a solution to it step by knowledge.
现代知识理论从一个侧面揭示了知识的个人性、境域性及在一定程度上的不可言传性，进一步说明了教师实践性智慧在教师专业成长中的重要性。
Modern knowledge reveals that knowledge is personal, regional, and unable to be explained in words, which further demonstrates the importance of practical wisdom in teachers professional development.
教师个人实践性知识及教师理念决定了教师的教学风格和教学行为。
It is the teacher's personal practical knowledge and teacher beliefs that frame the teacher's teaching style and behaviors.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
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