A Survey On High School English Teachers' Post-reading Writing Teaching Knowledge Based On PCK Theor

The National College Entrance Examination in Chongqing now includes continuation writing in English Test from 2021.New requirements for teachers’ professional development and teaching ability have emerged.Teachers’ cognition and understanding of continuation writing and their mastery of teaching knowledge directly affect their teaching effect and their own professional development.As the core of teachers’ knowledge,PCK(Pedagogical Content Knowledge)is not only the foundation of teachers’ professional skills,but can also greatly promote their professional development.There are many existing studies on PCK,mainly focusing on various disciplines with a wide range of PCK studies,but relatively few studies on PCK in English writing,especially on continuation writing.In this regard,the present study focuses on senior high school English teachers in Chongqing to investigate their pedagogical content knowledge level in continuation writing in order to provide useful references for improving continuation writing teaching and promoting teachers’ professional development.This study constructs a structural framework of senior high school English language teachers’ knowledge of continuation writing based on the PCK theory and with reference to the connotation framework of PCK proposed by many other scholars.On the basis of this framework,this study designed the“Questionnaire on Senior High School English Language Teachers’ Perceptions and Teaching of Continuation Writing”.A total of 186 senior high school English language teachers in Chongqing were involved in the questionnaire survey,and 15 of them were interviewed to answer the following questions:(1)What is the current level of senior high school English language teachers’ knowledge of continuation writing?(2)What factors are related to the level of development of senior high school English language teachers’ knowledge of continuation writing?(3)What can be done to solve the existing problems in the development of senior high school English teachers’ knowledge of continuation writing?Research findings are as follows:(1)The teachers who participated in the study have a good teaching knowledge level in continuation writing,but there are deviations in each dimension.(2)Senior high school English language teachers’ overall level of knowledge of teaching objectives was good,but the curriculum objectives and thinking objectives are relatively lacking.(3)In terms of teaching content,the cultivation of students’ reading ability is emphasized while the guidance of their language expression ability is ignored.(4)The teaching method of continuation writing is relatively simple,and the expository method is still dominant.(5)Senior high school English language teachers’ knowledge of educational context needs to be improved.(6)Senior high school English language teachers’ knowledge about students’ knowledge of continuation writing still needs to be strengthened.(7)Significant differences exist in teachers’ knowledge of continuation writing in terms of“age”“years of teaching experience”“highest level of education”“major(last degree)” “school location” “school type” “teaching grade”and “professional and technical title”.(8)There are significant positive correlations among the dimensions of teachers’ pedagogical content knowledge of continuation writing.Based on the above findings,this study makes the following recommendations in terms of pre-service and post-service learning and training as well as individual endogenous factors:(1)Strengthen pre-service education to lay a good foundation for teaching.(2)Improve post-service training to promote teachers’ development.(3)Become lifelong learners to promote self-development.(4)Do teaching reflection and strengthen cooperation and communication with peers and students.