Research On The Development Status And Promotion Strategies Of Pedagogical Content Knowledge Of Rural Primary School Chinese Teachers

Pedagogical Content Knowledge(PCK)refers to a kind of Knowledge that teachers can choose the right teaching strategy to teach the subject Content Knowledge to the students on the premise of knowing the teaching objectives and the students,and then evaluate the students to reflect on themselves.This kind of knowledge reveals the particularity of teachers,but it is easily confused with subject knowledge and general pedagogical knowledge.The "high and low" level of subject teaching knowledge can also quickly distinguish between "novice" teachers and "expert" teachers.Therefore,it is the professional core of teachers.In recent years,domestic and foreign research has shifted from "academic orientation" to "practical orientation".The research results of the combination of subject teaching knowledge and language subject are few.The research methods are limited to case interviews and case comparisons,especially in rural areas.This paper combines the language subject with the subject teaching knowledge,and concentrates on the primary school stage in rural areas.It uses the empirical research method of combining qualitative and quantitative to investigate the current situation of the development of the language teaching knowledge of rural primary school teachers,so as to find out the problem.Propose corresponding solutions to promote the development of rural primary school Chinese teachers PCK.This paper uses literature analysis method,questionnaire survey method,in-depth interview method and classroom observation method to study the status quo and improvement strategy of rural primary school Chinese teachers' subject teaching knowledge.After combing and summarizing the literature,the author defines the connotation and components of the subject teaching knowledge of rural primary school teachers.Based on the questionnaire design questionnaire,the questionnaire survey was used to get a preliminary understanding of the PCK status of rural primary school Chinese teachers.The classroom observation was used to analyze the PCK status of rural primary school Chinese teachers.The interview was used as a supplementary data to analyze the current situation of rural primary school Chinese teachers PCK.The data of three different sources are analyzed in detail and carefully,so that they can mutually prove each other,which can more accurately reflect the knowledge level and existing problems of the language teachers in rural primaryschools.According to the data analysis of the "Study on the Status Quo of the Development of Subject Teaching Knowledge of Primary School Chinese Teachers",the overall situation of PCK development in rural primary school teachers is at a medium level.The students have the lowest knowledge scores,the highest scores in teaching evaluation knowledge,and the knowledge of teaching objectives and teaching strategies.The average scores of the three dimensions of teaching content knowledge are basically close.At the same time,through classroom observation and interviews,we found the problems in the development of PCK in rural primary school Chinese teachers.In order to improve the knowledge level of the language teachers in rural primary schools,it is necessary to proceed from the school level and the teachers themselves,and strive to improve the PCK level.Especially for teachers with short teaching age and poor experience,starting from PCK can quickly improve the professional level of teachers,and it is also conducive to the overall development of students.