A Study On The Formation Mechanism Of English Teachers' Discipline Teaching Knowledge

Pedagogical content knowledge (PCK) is an important concept proposed by Schulman in 1986, which is about the separation of the content knowledge and the pedagogy knowledge. Since the concept has been raised, there are amount of researchers attempt to study PCK on different subjects. Pedagogical content knowledge is the most valuable knowledge, which owns the core connotation "achieve the transformation of the knowledge from the perspective of the students". The premise of the connotation is based on the students, using a style intelligible to students, trying to know the existing knowledge and the misconceptions, predetermining the learning difficulties of the students. The purpose is to realize the transformation of the knowledge, transforming the teachers’teaching objectives into students’ learning goals, transforming the teaching contents into the learning contents of the students, transforming the teacher’s teaching strategies into the students’learning strategies. This study is specific to English, attempt to discuss the generation mechanism of the primary school English teachers’ pedagogical content knowledge. The purpose of the paper is to study the formation mechanism of the primary school English teachers’ pedagogical content knowledge, discussing transformation from theory to practice, from practice to theory.The paper uses quantitative research and qualitative analysis. In the quantization stage, questionnaire survey is carried out in 15 primary schools in 128 teachers. In the qualitative stage, this study uses random sampling, selecting Ming Demen primary school as the sample. And then the paper interviews and observes three English teachers of Xi’an Ming Demen primary school with a stratified sampling.First of all, through the mean of literature, this paper generalizes and analyzes the history of pedagogical content knowledge, aimed to find a new perspective of the research. Then 128 primary school English teachers are investigated by questionnaires. And through semi-structured interview and participatory observation, we deeply analyze the current situation of the primary school English teachers’pedagogical content knowledge. The analysis ranges from teaching design to the performance in the class, and then to the teaching reflection after class. Afterwards, the study analyzes the problems of the present situation of English teachers in primary school in PCK.And the causes for the problems are summarized. Then, the study generalizes the formation conditions of the PCK generation model and constructs the model of the generation of the primary school English teachers’ PCK. In the end, the paper proposes the main strategies of the generation of the primary school English teachers’PCK from five dimensions. It is divided into five chapters:The first chapter explains the reason and the significance of the study firstly. Then the chapter reviews the connotation of the structure of PCK from the two aspects of internal papers and external papers, finding a new point. The fourth section defines the four core concepts, including "knowledge", "pedagogical content knowledge", "the generation of pedagogical content knowledge", "the generation mechanism of pedagogical content knowledge". Finally, this chapter describes the research methods of the study.The second chapter states the five theories, including:the social constructivism theory, the input of language learning theory, the knowledge integration theory, the tacit knowledge theory and Nonaka Fujiro’s SECI model. The five theories of this section are discussed.The third chapter investigates the present situation of the primary school English teachers’PCK through the combination of quantitative and qualitative methods. With the questionnaire, individual interview and observation, the statement is analyzed from five dimensions. The five dimensions are English teaching concept, English teaching content knowledge, knowledge of students, knowledge of English teaching strategies, and knowledge of English study evaluation.The fourth chapter considers the five theoretical bases of the second chapter, constructing and analyzing the generation model of the primary school English teachers’ PCK. This part is divided into three sections. Firstly, it shows the issues and the reasons, and then the chapter generates the new model. Eventually, the new model and the innovations are elaborated at the end of this chapter.The fifth chapter raises some strategies from five dimensions, aiming at solving the present generation situation of primary school English teachers’ PCK. And the author makes suggestions on the basis of the new model.