Comparative Study On Features Of Novice And Expert Chinese Teachers’ PCK In Primary School Based On Learning Community

Under the background of the current knowledge society,the transformation of school education has put forward higher requirements for teachers,and the development of teachers’ professionalization has become a trend.Pedagogical Content Knowledge(PCK)provides a new perspective for the study of teacher specialization and emphasizes the irreplaceability of the teaching profession.As one of the representatives of the current classroom transformation,the learning community has shifted the focus of the classroom from teachers’ teaching to students’ learning to ensure the real learning of each student in the classroom.While challenging the traditional teaching model,it also requires teachers to update different teaching models and behaviors.The concept of subject teaching knowledge and learning community are required to improve teachers’ professional quality,based on the horizon,subject teaching knowledge of the learning community research to achieve better teaching,to open up new research direction of teacher professional development and to improve students’ learning quality,promote education quality.This study adopts the comparative study method to explore how novice Chinese teachers and beginning Chinese teachers who uphold the concept of learning community process and translate their subject knowledge to students in a way that is easy for students to understand and the characteristics presented in this process.The research objects were two Chinese teachers of different teaching levels in primary school F in M(city),Fujian province,who conducted qualitative research on the performance characteristics of each component of PCK in classroom teaching and analyzed the factors influencing these characteristics.This research is mainly carried out from three parts: the first part is the introduction and the second part is the first chapter to the fourth chapter,which is the main part of this paper.The third part is the conclusion and thinking of this paper.The first chapter elaborates the data sources and analysis dimensions of PCK of primary school Chinese teachers and conducts sample analysis by intercepting classroom observation and interview.The second chapter through the analysis of research data description with the new language teacher learning community concept and performance characteristics of expert teacher of Chinese subject teaching knowledge,from the Chinese subject content knowledge,language knowledge,understand the student’s knowledge and contextual knowledge of four aspects to analyze how they will PCK applied to teaching in the whole;The third chapter expounds the differences in the performance characteristics of PCK of two case Chinese teachers,based on the comparison of the four components of PCK.The fourth chapter analyzes the factors that influence the development of PCK in primary school Chinese novice teachers and expert teachers by interviewing the two teachers.The fifth chapter is the conclusion and thinking part,which puts forward the conclusion and makes the discussion and the suggestion,in order to provide certain teaching behavior and professional knowledge for the primary school Chinese teachers in the front line of teaching.