Research On American Subject Teaching Knowledge (PCK): Meaning, Problem Area And Enlightenment

Compared with the past, the professional development of teachers never like thisby the incomparable attention, every educational reform and the school reform,t’eachers professional development will be considered as pirority among pirorities,from different perspectives and dimensions, the research on the professionaldevelopment of teachers also achieved fruitful results. Starting from the teacher’sknowledge level of pedagogical content knowledge (PCK) rfom its theoretical study ofthe concept, connotation and nature has gradually turned to the empirical research,from the different degrees to promote teachers’ professional development. Therefore,this study traced back American on pedagogical content knowledge (PCK) study’ssignificance and fields, used the method of literature research, text analysis andhistorical comparative method, in the conversion of research paradigm and researchmethod, clarify USA the whole story of the research on the pedagogical contentknowledge，and study its influence on the changes of teachers’ professionaldevelopment, and finally try to trace back to Ameirca pedagogical content knowledge(PCK) study, so as to provide some reference for teachers’ professional development inchina.Through the study on the America pedagogical content knowledge (PCK) hasbeen research analysis, expounds the research oirgin，purpose, research status, andexplore the problems in its research, and then analyzes the experience andenlightenment of the teacher professional development, and provide a reference forthe follow-up study.This study mainly from the following four aspects:Part I: Introduction. To the proposition of the question, introduces the relevantresearch of this subject, combing and analysis China and America two countries aboutpedagogical content knowledge (PCK) the existing research results, and points out thelack of relevant research, clear the purpose and signiifcance of this study, to determinethe research trace of thought and methods, to lay the foundation for the wholeresearch. Part II: The concept and theoretical guidance. For the related concepts in thisstudy are defined, the concept of pedagogical content knowledge, from its birth to thedevelopment and evolution of the later deifnition; theory part, mainly expoundsrespectively from the theory of knowledge and research paradigm two basie theory,laid the foundation of literature for the whole research.Part III; Ameircan on pedagogical content knowledge (PCK) study’s purpose andsignificance and the research domain and problems. This part is divided into twochapters to elaborate. The third chapter focuses on three aspects of American PCKresearch origin，the research goal and the research significance, clear the backgroundand signiifcance of PCK research in American, in order to offer research mentality anddirection for this study. The fourth chapter from the problem fields and researchquestions of America PCK research to comb the research context, to provide referenceof subsequent research for the scholars of our country.Part IV: The experience and enlightenment of American pedagogical contentknowledge (PCK) research. Based on the analysis of the above three parts chapter oncarding and research, pointed out that the existing PCK domestic Chinese experience,from research domain, research paradigm, research methods and the researchdirection in the future and so on several aspects to talk about American PCK study forChinese teacher professional development experience and enlightenment.