The Novice Geography Teachers’ Pedagogical Content Knowledge Of The Present Situation Investigation And Training Strategy Research

In today’s world, with the rapid development of the world economy, various countries have become need more high quality talent and education to serve the development of the economic, social, political and other aspects, but education is very headache, especially geography education, often to "rote" to teaching. So a new round of basic education curriculum reform advocates to change the role of teachers, the new geography curriculum and more new teaching ideas and patterns, the core knowledge of Pedagogical Content Knowledge status is also increasingly important. Therefore, this paper investigates the beginning geography teachers’ Pedagogical Content Knowledge status. Accordingly, for the geography teachers and in-service training provide certain strategy, optimize the geography teachers quality.In this paper, in order to "1", 2 "geographical" geographical content as the carrier, according to the teaching of knowledge of geography, this research mainly from four aspects of geography teaching objective and idea, the curriculum and textbook knowledge, teaching strategies and characterization of subject specific knowledge, students’ understanding of knowledge, to develop a questionnaire and interview outline of investigation, the 2014 session of the Northeast Normal University College of geographical science undergraduate and graduate students conducted a survey and analysis of the mastery of the knowledge of geography teaching. Through the collection and collation of data, to understand the current status of the novice geography teachers’ Pedagogical Content Knowledge,analysis the cause of the problem, put forward to cultivate high school geography teachers and transitioning just graduated work in geography teachers to provide targeted advice.This study is mainly divided into four parts:The first part is the introduction, which mainly introduces the background, the problem, the target, the significance, the process and the method of the thesis.. :The second part is to comb the literature, for Pedagogical Content Knowledge content, status quo and geography teaching knowledge research status quo, comb the relevant literature, for this paper lay the theoretical foundation.The third part is the key point in the research, first of all according to the definition of Pedagogical Content Knowledge of Grossman theory connotation system of geographical Pedagogical Content Knowledge design specific questionnaire indicators, through questionnaires and interviews, to novice geography teacher’s Pedagogical Content Knowledge of investigation, collecting and processing data, summarize beginning geography teachers’ Pedagogical Content Knowledge characteristics and existing problems.The fourth part is the beginning geography teachers’ pedagogical content knowledge of each index and the reasons for the problems by the results of the questionnaire survey analysis. According to these problems and the reasons put forward the corresponding solution.The fourth part is the beginning geography teachers’ pedagogical content knowledge of each index and the reasons for the problems by the results of the questionnaire survey analysis. According to these problems and the reasons put forward the corresponding solution.The fifth part is about the beginning geography teachers’ Pedagogical Content Kn owledge training strategy part, according to the questionnaire data to analyze the probl ems and reasons, put forward improving novice geography teachers’ pedagogical conten t knowledge training strategy, in order to better promote the new geography curriculu m reform.