Research On The Current Situation And Promotion Strategy Of Pedagogical Content Knowledge (PCK) Of Chinese Teachers In Primary School

The relevant research of Pedagogical Content Knowledge(PCK)has the distinction of subjects.The one that specializes in the direction of Chinese subject is called Chinese Pedagogical Content Knowledge(CPCK).Up to now,there are few people who specifically study the CPCK in primary school.The available literature is very limited,and its research angle is single and the scope is small.Therefore,the author attempts to carry out a special research on the CPCK in primary school.This study takes all the Chinese teachers of F Primary School in Jishou City as the research object.Firstly,it investigates the current situation of PCK by means of questionnaire,and analyzes the existing problems of PCK of Chinese teachers in Jishou University according to the survey results.Then the questionnaire is effectively supplemented through interviews to find the source and causes of PCK of Chinese teachers in the school.Then,the classroom observation method is used to observe,record and analyze the classroom of teachers with different PCK levels.Finally,it puts forward effective strategies to promote the development of PCK of Chinese teachers in this school,in order to promote the rapid development of PCK of primary school Chinese teachers in this area from point to area,which can be used as a reference for the development of PCK of primary school Chinese teachers as a whole.This study mainly uses the literature method to sort out the research on PCK at home and abroad,and uses the methods of questionnaire,interview and classroom observation to investigate the current situation and source of PCK of primary school Chinese teachers.The literature method mainly combs the literature review of PCK,the literature review of Chinese PCK and the literature review of primary school Chinese PCK.Questionnaire method and interview method are to investigate all Chinese teachers in f primary school in Jishou City,and analyze the current situation and source of PCK of primary school Chinese teachers in Jishou City.From the results of questionnaire and interview analysis,the PCK of Chinese teachers in f primary school in Jishou City is at the medium level.The principle of classroom observation is to select teachers with relatively high PCK level and relatively low PCK level for classroom observation,so as to explore specific development strategies to promote teachers’ PCK level.The influencing factors of the source of PCK of primary school Chinese teachers in the school include: pre service experience and school education as students,post service professional training activities,in-service professional organization activities,pairing of teachers and apprentices,daily lectures among colleagues,reading professional books and periodicals,and their own teaching experience and reflection.According to the analysis of the source and influencing factors of PCK of teachers in this school,this paper puts forward the corresponding strategies for the promotion of PCK of primary school Chinese teachers: we should reasonably set up Chinese courses and consolidate the PCK of primary school Chinese teachers before working;Strengthen the practice of educational practice and enhance the practical ability of subject education and teaching.After in-service,we should accurately locate the subject training and clarify the development direction of primary school Chinese teachers;Strengthen the development of professional activities and improve the academic ability of primary school Chinese teachers;Continuous apprenticeship activities to enrich the teaching ability of primary school Chinese teachers;Carry out mutual listening and evaluation activities to promote the coordinated growth of primary school Chinese teachers;Expand the breadth and depth of reading and grasp the hot topics of Chinese in primary school;Strengthen the summary and reflection,and explore the self-development of primary school Chinese teachers.