The Cpck Study Of Chinese Teachers In Primary School

Chinese Pedagogical Content Knowledge(CPCK)is a special study of Pedagogical Content Knowledge(PCK)in the field of Chinese subject.At present,the numbers of CPCK research results are still small,the range of study is still small,and the degree of study is not deep enough.Therefore,on the basis of previous studies on CPCK,this study takes primary school Chinese teachers in O district W city as the research objects,studies the current situation and development sources of CPCK,and proposes strategies to promote the development of CPCK.This study will enrich the theoretical research of CPCK,will promote the reform of the teacher education system with Chinese characteristics and will promote the professional development of primary school Chinese teachers.In this study,literature review and information visualization methods are adopted to tease the connotation of PCK of the domestic and foreign studies,the research status and the research hotspots of domestic and foreign studies on PCK,and domestic studies on CPCK.Identify several concepts related to PCK,define the connotation and components of CPCK,and construct the development sources of CPCK.The questionnaire method is used to investigate 87 Chinese teachers in 9 primary schools in O district.SPSS20.0 serves as a tool,which is used to process the data,and the current situation difference and source difference of CPCK based on school teacher structure are analyzed.By using the interview method,three sample subjects are selected,and the problems in the current situation of CPCK and the differences in development sources are interviewed.The reasons for the problems in the current situation of CPCK and differences of sources are further summarized,and some pertinent suggestions are put forward.According to the results of questionnaire survey analysis,the CPCK of Chinese teachers in O district is at a medium level,with the highest level of knowledge about Chinese courses and textbooks,and the lowest level of knowledge about Chinese learning among students.In the current situation of CPCK,there are still the following problems: In pedagogy and related knowledge of the course,and the overall goal of Chinese curriculum and content,the nature of the language teaching material and the feature of writing master degree is lower.For students to learn the psychology of language awareness is low,in the construction and use of information technology to carry out the comprehensive study of multi-disciplinary and interdisciplinary activities done is poorer,the understanding of the evaluation function is one-sided,not accurate evaluation of a variety of functions into full play They don't pay much attention to the students' mental state of learning Chinese.They do a poor job in constructing and using information technology to carry out interdisciplinary and interdisciplinary comprehensive learning activities.School teacher structure,including school type,teacher type,initial academic and professional background,affect the level of CPCK and the development of sources on CPCK.The current level of CPCK is different in terms of school type,teacher type,initial education background and professional background,and there are significant differences in some components.Moreover,teachers with different School teacher structure have both consensus and differences in the understanding of the source of CPCK development.The interview further confirms the problems and differences of sources in the current situation of CPCK,and summarizes four main reasons: The effect of pre-service education on CPCK acquisition is weaker.The effectiveness of on-the-job professional training is poor.Their lack of a correct sense of self-development and the objective impact of the school.In view of the reasons,four main suggestions are put forward: improve the pre-service education level of undergraduates and lay a foundation for CPCK;Improve the effectiveness of on-the-job professional training and promote the growth of CPCK;Improve teachers' correct self-development consciousness and develop CPCK independently;To reduce the adverse impact of schools on Chinese teachers' development of CPCK.