教学实践是教师在学校里的主要实践形式,教学实践是教学知识发展平台。在教师课堂教学的三种状态(常规式、应对式和改革式)下,教学知识的发展是不同的。在“非课堂”实践中,促进教学知识发展的实践形态也是多样的。教师多种实践形态之所以能够促进其教学知识的发展,正是由于在反思、反问、思考、研究之中有“思维”的成分。 Teaching practice is the main practical form of teachers in school, and teaching practice is the platform of teaching knowledge development. Under the three states of teachers’ classroom teaching (conventional, coping and reform), the development of teaching knowledge is different. In the practice of “non-classroom” practice, the practice of promoting the development of teaching knowledge is also diverse. The reason why a variety of practical forms of teachers can promote the development of their teaching knowledge is due to the fact that there are “thinking ” elements in reflection, reflexion, thinking and research.