The Effective Transformation From Chinese Language Knowledge As A Discipline To Its Pedagogical Content Knowledge

Why can two teachers have different ways of teaching and teaching effects on the same point? Why can two teachers differ even with the same lesson plans? This paper mainly studies how middle school Chinese teachers transform the language discipline knowledge in practice (preview and presentation) and also how they form the Pedagological Content Knowledge (hereinafter referred to as PCK). Specifically, this study faces two questions-what ways teachers transform are more effective and efficient, and what development motivation and controllable factors are behind effective transformation..This study will define Chinese language as a discipline from the perspective of practice. From the teaching level, the language discipline knowledge is restrictied by the goals and contents of the course. It can be defined as the combination of all Chinese knowledge hidden in the text of Chinese language, including basic knowledge, construction knowledge and humanities knowledge. According to the curriculum standard, the review of middle school language discipline knowledge, can further intuitive understanding of contemporary Chinese subject knowledge.The study of Pedagological Content Knowledge is based on practice. Pedagological Content Knowledge is the dynamic knowledge to process, transform and reorganize Chinese language as a discipline for students'better understanding, as a part of real interaction and practical wisdom. It is the knowledge dynamically presented by video or audio and easilly expressed in actual teaching process. It can be embodied in how to understand teaching aim, choose teaching content, and apply teaching methods and strategies and understand what students mean.The transformation from the language discipline knowledge to the pegagological content knowledge is mainly embodied in the teachers'teaching design and teaching in class. The research observes nine concrete lesson plans and teaching video, and make a rational analysis of how capable middle school Chinesee teachers are of transforming in teaching. The analysis makes a comparison between the expert teachers, leading teachers and new teachers, with three types of subject knowledge as the horizontal dimension and with three aspects of pedagological content knowledge as the vertical dimension.The research shows that different teachers actually have the same way of transformation.They all tend to design individual texts, design questions, adopt strategy and generate the process.etc. Whether teachers can combine organically subject knowledge with students, teachers and the text itself, whether they balance well in the process of interaction,are the key to effective transformation. We also found in comparion that, new teachers pay more attention to their own understanding and interpretation about discipline knowledge and text. Leading teachers pay more attention to students'cognition and their reactions, while expert Chinese teachers form a deep understanding of the curriculum and teaching method. These results show differences in the classroom effects. And teaching processess of all kinds of knowledge must rely on texts; there is a close relation between constructing knowledge and text, and teaching other knowledge can't leave them and will find no independent existence. The researchers suggest that in future studies, further analysis of the similar typical cases helps to explore the more diverse and extensive transformation capacity from Chinese discipline knowledge to its pedagological content knowledge.