Study On Pedagogical Content Knowledge Of PE Teachers In Middle And Primary School

Teachers' knowledge is an important part of teachers' professional development,so that the teach' knowledge is the basis of teachers to learn how to teach.Under the background of teachers' professionalization deepening,clarifying the teaching knowledge context of PE teachers can effectively respond to the era question of "what kind of knowledge should PE teachers need to learn how to teach".PCK(pedagogical content knowledge)is the core of teachers' teaching knowledge,which affects the teaching comprehension and teaching practice of teachers.Therefore,based on PCK perspective,this study discusses the knowledge base for the PE teachers learn how to teach in primary and middle schools.In theory,it can enrich the connotation of professional development for PE teachers.In practice,it can provide path support of professional growth for PE teachers' teaching.The research mainly uses the methods of literature material,questionnaire survey,observation,interview and mathematical statistics to study the PCK of primary and middle PE teachers from the aspect of PCK content structure,formation mechanism,influencing factors and growing environment of PE teachers.From the perspective of research path,the hybrid research approach combining quantitative research and qualitative research is adopted.In the part of quantitative research,we use statistical methods to verify the theoretical hypothesis of PE teachers' PCK,tested the gender,school level,teaching age,teaching awards,education background,graduation institutions and professional identity whether have an influence on PE teachers' PCK,and described the PE teachers' PCK growing environment.In the part of qualitative research,21 famous PE teachers' courses and their corresponding documents were selected as samples for observation and analysis.At the same time,18 primary and middle school PE teachers were interviewed and the data were processed according to the method of grounded theory.Therefore,the research draws the following conclusions:1.PE teachers' PCK is composed of the interaction of content knowledge,teaching knowledge,students' knowledge and situational knowledge.2.PE teachers' PCK have the characteristics of dynamic and hierarchical,and under certain conditions,it can be learned or decreased by knowledge transfer.3.PE teachers' PCK are influenced by teaching age,teaching award and professional identity,while gender,school level,educational background and graduate institutions have no significant influence.4.In PE teachers' PCK growth environment,PE teachers' self-growth motivation is crucial.Meanwhile,the recognition for PE teachers' professional status is also an important guarantee for the development of PE teachers' PCK.In view of the above conclusions,the research suggests:1.In the course of PE teachers' professional development,PE teachers should continue to accumulate the reflective teaching experience.Specifically,PE teachers pay attention to the development of teaching experience case library,aim at teaching method of different sports programs,and provide the opportunity of enriching teaching experience for pre-vocational teachers.2.PE teachers should pay attention to the construction of physical education teaching during the curriculum.Specifically speaking,in philosophy,PE teachers should correctly understand the important role of subject teaching curriculum.In action,PE teachers should integrate and update the existing subject teaching curriculum system.3.In the process of enriching the PCK growth platform for PE teachers,strengthen the PE teachers' professional identity.