A Comparative Study Of English Teachers' Pedagogical Content Knowledge In Urban And Rural Secondary Schools

The curriculum reform of basic education has come into a new stage. The new courses have changed the existing curriculum system and have had great impact on the traditional education programmes, which have given some new requirements to teachers'ideas and professional development. As the main force of basic education reform, English teachers'professional development both in urban and rural secondary schools especially their development in pedagogical content knowledge has faced great challenges. This thesis aims to study pedagogical content knowledge and fully present English teachers'pedagogical content knowledge in urban and rural secondary schools through investigation. Based on four teachers'lessons and the theory of pedagogical content knowledge, this thesis not only makes a comparative study of English teachers'pedagogical content knowledge from four aspects but also does the concrete analysis of English teachers'pedagogical content knowledge in urban and rural secondary schools in order to know more about it and find problems in it. In the final part of this thesis, it also proposes some suggestions to solve the problems mentioned above.The following conclusion will be got in the final part of the thesis. English teachers'pedagogical content knowledge in rural secondary schools is not optimistic. Compared with the English teachers'pedagogical content knowledge in urban schools, rural teachers'pedagogical content knowledge has two main problems. Firstly, their subject matter knowledge is not rich enough and they can't connect professional knowledge with their knowledge of psychology, culture, modern science as well as technology. Secondly, English teachers in rural secondary schools can not fully comprehend some teaching theories. As a result of this, their teaching methods are not new and they can not accept ideas in New English Curriculum. To solve the problems of English teachers in rural schools, the relevant departments and staff must reflect and carry out some measures to improve teachers'pedagogical content knowledge in rural schools. It hopes that the training departments can do the training to make teacher education better and better, especially to improve teacher training in rural areas and don't let it become a form.