The Case Of The Chinese Teachers' Pedagogical Content Knowledge Of The Uygur And Han Bilingual Background Research

In 1986, US's Stanford University professor Shulman L.S. brought out an important concept:Pedagogical Content Knowledge. Since then, it was studied by many domestic and overseas experts, from lots of different angles. Finally, it was formed a certain theoretical basis. In the background of the Xinjiang Uygur Autonomous Region Vigorously promote the bilingual education, the theoretical basis of pedagogical content knowledge of teachers has an important significance to the Chinese language teachers, who can use the teaching strategies to improve the level of Chinese language teaching. At the same time, it also became issues of concern in enhancing the professional quality of teachers.After sorting out the research of pedagogical content knowledge theory by many domestic and overseas scholars since Shulman, and in the background of the Xinjiang Uygur Autonomous Region Vigorously promote the bilingual education. The three Uygur women teachers of Chinese lessons as the research object, who are in 46th middle school of Urumqi, using the research methods of data collection, teaching observation, in-depth interview and questionnaire, discuss the content of Chinese pedagogical content knowledge.Based on the existing, we found the problem that the Chinese course teachers are short of pedagogical content knowledge. It mainly displays in lacking Chinese knowledge, teaching methods, the traditional about students, especially lacking the knowledge about social and political, cultural and the surrounding environment etc, obviously, Uygur teachers are lack of the educational situation of knowledge. For these problems, the author tries to put forward some suggestions to improve the pedagogical content knowledge's development. That includes enhancing the Chinese discipline knowledge of Chinese teachers; increasing the training efforts to Chinese teachers; perfecting the incentive mechanism for teachers and racing teaching resources etc.The purpose of this study is hoping that by the localization research to the Chinese teachers pedagogical content knowledge, to further enrich the study of Chinese teachers knowledge, to make contribution for Chinese teachers'professional development research, to promote the development of Chinese teachers pedagogical content knowledge in the background of bilingual teaching and to impel the following research of pedagogical content knowledge.The following is the full text basic structure:The first chapter:introduction. It includes the problem introduction and the purpose of the research significance. Summarize the important research achievement about pedagogical content knowledge from the domestic and foreign scholars' perspective. On these bases, discussed the investigation design and the research methods, it includes the research question, the survey design, the object of study, the locale of study, the data collection, the validity of research and the ethical issues of research.Second chapter:the dimension structure about Chinese teachers'pedagogical content knowledge in Chinese and Uygur bilingual education.Third chapter:description and analysis of the results about the three Chinese teachers'pedagogical content knowledge. Mainly from the teaching process model, teaching characterization of usage and classroom teaching situation knowledge to analyze the three teachers'teaching.Fourth chapter:the research findings and analysis about the three Chinese teachers'pedagogical content knowledgeFifth chapter:inductive the research conclusion. And based on the research conclusion, proposing several suggestions and strategies to promote Chinese language teachers'pedagogical content knowledge.