随着教师知识研究的深入，教师职业究竟需要什么样的知识受到越来越多人的关注，有别于教师理论性知识的实践性知识成为研究的热点。本研究在结合已有相关研究的基础上，将“实践性知识”定义为教师基于个人经验和个性特征、在实践中建构的对教育教学的认识，它以实践情境为导向，并真正指导着教师的日常教育教学行为。教师的实践性知识有别于教师从职前教师教育中获得的理论性知识，它是一种与教育教学实践密切相关的知识。本研究选取一位具有丰富教育教学经验的小学语文教师作为研究对象，通过课堂观察、访谈、实物收集等方法，通过自下而上的方式探究以下两个问题：小学语文教师的实践性知识包括哪些内容？教师实践性知识的形成和发展受到哪些因素的影响？本研究通过包括以下六个部分：第一部分：阐述研究问题和研究意义；第二部分：了解国内外教师实践性知识的研究现状，包括结构、特点、影响因素等，发现研究中存在的问题。第三部分是研究设计；第四部分：呈现夏老师的个人成长经历和日常教育教学故事。第五部分从故事中提取出夏老师四个方面的个人实践性知识：有关教育的实践性知识、有关学生的实践性知识、有关语文学科的实践性知识和有关学生管理的实践性知识；其次，分析夏老师实践性知识形成的影响因素，它们分别是个性因素、理论学习、个人反思和总结、个人成长经历；第六部分是研究发现和反思。首先对研究结果进行分析发现：教师的实践性知识是一种复杂的知识形式；它的形成和发展受到内部因素和外部因素的综合影响，其中内因是主力因素；教师的实践性知识常呈现出一种矛盾性。最后，对研究者的角色和研究过程中的资料收集和资料分析过程进行回顾和反思。

With the in-depth study of teacher’s knowledge, what kind of professional knowledge teachers really use in the daily teaching practice has gained many attentions. Teacher’ practical knowledge which is different from theoretical knowledge becomes a research hotspot.According to related research of the teacher’s practical knowledge, teacher’s practical knowledge in this thesis is the knowledge teacher constructed in the daily teaching life, it is based on teacher’s personal experience and personality traits. This knowledge is oriented to practical situations; it guides teacher’s day-to-day teaching practice.This study selected a primary school language teacher XiaLi as a co-operative teacher and collected her teaching stories by classroom observation, interviews, physical collection and narrative inquiry .It tried to explore these questions: what is the primary school language teacher’s practical knowledge like; how does she use it in teaching situation; what factors can affect the formation and development of her practical knowledge.This thesis includes six parts. The first part is about the issue and value of this study. The second part is the theoretical research of teacher’s practical knowledge; it sums up the studies on teacher’s practical knowledge and points out some problems. The third part is study-plan, focus on the methods of the study .The fourth part tells XiaLi’s stories, includes her life stories and teaching stories which happened in her class.The fifth part is about the content of XiaLi’s practical knowledge: understanding of education, knowledge on students, knowledge on the subject, and knowledge on student administration. There are mainly three factors that affects the formation and development of XiaLi’s practical knowledge: personality，theoretical study, her practice and reflection during the teacher career, her experience of growth.The last part is the reflection and discovery of the study. First, it demonstrates that teacher’s practical knowledge is a kind of complex knowledge; both the internal and external causes can influence the formation and development of teacher’s practical knowledge, but the internal cause is the more important one; teacher’s practical knowledge often presents a state of contradictions. And then it reviews and reconsiders the role of researcher and the research process which includes the process of data collection and data analysis.