Investigation On The Development Status Of Japanese Teachers’ Subject Teaching Knowledge And Research On Improvement Strategies

In 2012,the "Professional Standards for Secondary School Teachers(Trial)" issued by the Ministry of Education of my country also clearly stated that the professional knowledge of teachers includes an important part of "subject teaching knowledge".It can be seen that the improvement of teachers’ professional level depends on the development and progress of subject teaching knowledge.Because of the small audience in Japanese in junior high school,relevant research is lacking.In order to promote the continuous improvement of the professional level of Japanese teachers in junior high schools and ensure the effective progress of foreign language teaching in small languages,the author will conduct in-depth research on the subject teaching knowledge(PCK)of Japanese teachers in junior high schools.The research uses classroom observation method and interview method to explore the development status and problems of junior high school Japanese teachers’ subject teaching knowledge(PCK),and proposes corresponding improvement strategies for the reasons for the problems.Based on literature analysis,the research believes that the constituent elements of the subject teaching knowledge(PCK)of Japanese teachers in junior high schools include three parts: knowledge of Japanese subject content,And based on the analysis of the problem and the cause,an improvement strategy is proposed.The conclusion shows that the proportion of each element of the subject teaching knowledge(PCK)of Japanese teachers in junior high schools is:the knowledge about students understanding has the largest proportion,and the proportion of Japanese subject content knowledge is slightly less than the knowledge of students understanding,but the two are different.Not much,and teaching strategies account for the smallest proportion.There are differences in the integration and integration of the elements of subject teaching knowledge.The structural characteristics of the junior high school Japanese teacher’s subject teaching knowledge(PCK)are divided into three categories,including: single structural characteristics,structural characteristics of missing links,and integral structural characteristics of links.The specific manifestations are: Japanese teachers have weak subject teaching knowledge,broken teaching strategies,insufficient understanding of students,and poor teaching reflection ability.The reason is that teachers are inaccurate in grasping the subject content knowledge,teachers have a low level of understanding of students,teachers are not clear about student learning knowledge of specific content,and the knowledge of teaching strategies is weakly linked to related knowledge.In response to the above problems,the research will propose targeted solutions and advocacy suggestions from three aspects,namely,through organizing district-level training to learn subject knowledge and teaching design strategies,and organizing school-level training to improve the overall level of teachers’ subject teaching knowledge.Finally,Teachers reflect on the insufficiency of their own subject teaching knowledge by deepening their understanding of students.