Research On The Problems And Countermeasures Of Music Pedagogical Content Knowledge In Kindergarten Teachers

PCK, short for pedagogical content knowledge, is the unification of the knowledge of pedagogical content, students, pedagogical methods. It is considered as the central factor in effective teaching. With the development of educational career and teacher professionalization in our country, more and more attention has been attracted to the research of pedagogical content knowledge for kindergarten teachers. Therefore, the development of kindergarten teachers in pedagogical content knowledge for concern, not only can promote the teacher professionalization and discipline accomplishment, but also it can achieve effective teaching in a better way, and promote the harmonious development of teacher-child interaction.On the basis of the existent researches of others, the main research methods used are the observation and interview, to analyze the issue of the pedagogical content knowledge from music content knowledge, music pedagogical knowledge,music teaching strategy knowledge and knowledge of the children. For analysis and comprehension of the music pedagogical content knowledge in fact.It is found that: For the music content knowledge, it’s based on children’ s interest and combined with kindergarten based curriculum, attached great importance to the daily life of children and accorded with children’s physiological and psychological characteristics. However, there is a bit problematic for music content knowledge, music pedagogical knowledge, music teaching strategy knowledge, music teaching situation knowledge and knowledge of the children.To overcome the current difficulty, the author expound the factors of influence of five parts which include the factors of the main teaching and research activities; the factors of the quality of kindergarten teachers, the factors of kindergarten teachers’ individual differences; as well as training mechanism and self-reflection in kindergarten teachers. According to the findings of the research and analysis, put forward to corresponding countermeasures. Firstly, in thekindergarten, develop self-directed research activities, strengthen the communication among the teachers and increase the activities of learning from each other. Secondly, teachers should improve their inner quality, establish the correct music educational concept, reinforce learning in music major, and enrich the practical teaching experiences, as well as improve the ability of self-reflection comprehensive and enhance self-reflection in pedagogical practices. Thirdly,complete training mechanism, especially increased training efforts in pre-service education and staff development. Fourthly, broaden the way of learning in professional books and network resources to increase the development of learning resources.