The Study On Early Childhood Teachers' Pedagogical Content Knowledge Of Language Filed

When the teachers' quality is highly valued now,pedagogical content knowledge(PCK),which is considered to be the teacher's most needed knowledge for effective teaching and is the core of teachers' professional knowledge to guarantee their professional development,ha s received attention of researchers.In the past researches on PCK,the studies mostly adopt t he qualitative research method such as case investigation and interview method that based on the video observation.Even though there have been several quantitative studies,their field of research generally concentrate in the math and science fields where the discipline characte ristics are obvious.Apart from these,empirical measurement situations have not yet been im plemented to a specific type of activity in a field.In order to break through the above limitations,the paper selected the early reading teaching situation and used a first-order six-factor model to compile the<Early Childhood Teachers'pedagogical content knowledge questionnaire>which started from a comparative perspective between self and others.And then we conducted a large sample survey for early childhood teachers all over the country by using it and learned about the status quo of early childhood teachers' PCK in the language field and their differences in various demographic variables.The analysis revealed that early childhood teachers' PCK was in the upper middle level,and early childhood teachers' PCK of others is superior to PCK of themselves.At the dimensional level,the performance of "content knowledge" was generally the worst;"educational strategy knowledge "which had great gap among teachers performed the best.Under different demographic variables,teachers' PCK differences of the language field were manifested as follows:Gender and subject background had no effect on teachers' PCK of the language filed.There was a positive correlation between early childhood teachers' educational backgroud,professional title,the rank of kindergarten and their PCK of the language filed.However,Teaching age had a non-equilibrium effect on early education teachers' PCK of the language field.Early childhood teachers working in eastern China area had significantly better PCK of the language field than others working regions.These phenomena demonstrated that the multiple demographic variables had an impact on teachers' PCK of the language field which was affected by the combined effects of the external environment(rank of the kindergarten,work area)and the internal environment(educational backgroud,professional title).Based on the discussion of the research results,we suggested that the preservice education curriculum of content knowledge should be strengthened in future;and early childhood teachers should explore various ways of self-reflection such as observing diary and video reflection and strengthen cross-regional,inter-rank of the kindergarten learning and healthy competition which shall refer to related assessment standards of professional title and kindergarten.And researchers should broaden the investigation methods of teachers' PCK which shall use some complete teaching situation in the assessment process.In addition,future studies should simultaneously increase different types of research such as tracking research,relationship research and intervention research.