Investigate And Research On Sources And Features Of Chinese National Language Teacher’ PCK In Primary School

As the heirs and successor of Chinese language knowledge and the traditionspirit of Chinese, and learned knowledge and ability, and how the knowledge Chinesecurriculum knowledge effectively presented to students whose teachers have, Whichno doubt has become the current teacher education reform, especially the quality ofteachers’ team construction of the important aspect. To be based on the Chineseteachers’ knowledge Which have risen, and the curriculum reform of teachers’professional knowledge development has been concern, and the anticipation of the theteacher professional knowledge development, the research attempts to describe andunscramble deeply the source and characteristics, the developing level of teacher PCKas the research object, by the way of quantitative and qualitative together, Which willreveals the main knowledge source and reality development level, even the issue ofPCK developing. Thus, the research will provide strategy or path for the developmentof primary school Chinese. The research contains introduction, conclusion, and otherfour chapters. outline of each chapter is as follows:Introduction: Of teachers research into teaching practice. This part mainlydescribes the the study of domestic and foreign research background knowledge.Specific interpretation of the research question, the research significance, researchmethods and logical process, more profitably demonstrates the "legitimacy" and"rationality", and draw the outline of the research framework and vision.Chapter One: Language teacher PCK basic theory research in Elementaryschool. This chapter mainly describes the domestic and foreign teachers PCK presentsituation by the history way, and rethink of the teachers’ PCK progress on the researchmethods. At the same time, The elementary school language teacher PCK meaningsand structure, primary school Chinese teachers PCK meanings and structure,knowledge representation method, source and teacher development career stages werediscussed and analyzed. This part of the thorough research, for this study has laid asolid theoretical foundation.Chapter Two: Language teacher PCK study design and process of elementaryschool. This part mainly aims at the research tools are demonstrated in the paper.Specific interpretation of the survey tool (including questionnaire, interview outline,classroom memoir, etc.), the research object selection, data collection and analysis,etc. Demonstrates the rationality of the research tools. For this study providesreasonable "interpretation" this research tools.Chapter Three: Language teacher PCK sources and characteristics research ofElementary school. This part mainly utilizes the research tools for data collection. Specific to carry on the investigation of the basic situation of characterization, specificdata analysis, teachers PCK sources and characteristics were analyzed. For the furtherdeep cut teachers PCK condition to provide the original data basis.Chapter Four: Language teacher knowledge development strategy research ofelementary school. This part mainly for the development of teachers’ PCK providespaths. External development guarantee: provide effective mechanism of thedevelopment of the language teacher professional knowledge; Internal developmentmechanism: the language teacher professional knowledge self awakening and selfreflection.Conclusion: The follow-up research prospects. In this study, based on the fieldof the following questions with subsequent research value:1. Cross cultural vision ofprimary school teacher PCK comparative study;2. Primary school Chinese teachersclassroom PCK research; The primary school teacher PCK contrast research and so on.The research topics and the Angle of view of agent, and research the different view,reflection, follow-up study shoulder heavy responsibilities.