Research Of The Developmental Stage Of Chinese Teachers’ PCK In Primary School

With the conduct of curriculum reform，the professionalization of teachers gets more andmore attention. The level of education in our country will improve when the professional levelof teachers improved. The improvement of teachers’ professional level largely depends on thedevelopment of teacher knowledge. In a lot of research on teacher knowledge, PCK gets themost attention. Undoubtedly, PCK is not only the core of the knowledge of teacher, but alsoan important testing standard to distinguish the different professional levels of teachers.Therefore, the study will investigate and analysis the developmental stage of Chineseteachers’ PCK in primary school empirically and dynamically. The author hopes to form ascientific understanding about characteristics and laws of the developmental stage of Chineseteachers’ PCK in primary school and give some ways to develop Chinese teachers’ PCK inprimary school.This paper consists of six chapters: the first chapter is the introduction. In this chapter,the author gives the purpose and meaning of the study on the base of the reason for writingthis paper and combing of the literature. The second chapter is the thinking and design of theresearch. In this chapter, the author gives the programs and tools of the research on the base ofthe defining of the core concept. In the third chapter, the author analyzes the result of theinvestigation about the entry stage of Chinese teachers’ PCK in primary school, and gives thecharacteristics of teachers in this developmental stage. In the forth chapter, the authoranalyzes the result of the investigation about the initial stage of Chinese teachers’ PCK inprimary school, and gives the characteristics of teachers in this developmental stage. In thefifth chapter, the author analyzes the result of the investigation about the later stage ofChinese teachers’ PCK in primary school, and gives the characteristics of teachers in thisdevelopmental stage. The sixth chapter is the conclusions and the recommendations of theresearch.Through the research, this paper considers that the PCK development of Chineseteachers in primary school has the law of stages, and the law of stages is reflected in thedifferent characteristics of the elements and the structure of PCK in each of the developmentalstages. The teachers in the entry stage have the following characteristics: The elements ofPCK are theoretical and unbalanced development; the knowledge structure has not yet formed;the overall level of PCK is low. The teachers in the initial stage have the followingcharacteristics: The elements of PCK are balanced development; the knowledge structureimproves gradually; the overall level of PCK goes up. The teachers in the later stage have the following characteristics: The elements of PCK continue in-depth developing; the knowledgestructure formed fully; the overall level of PCK is high. Secondly, if we think of the threestages as a whole, we can find that the three stages have the inextricably link. It reflects thatthe PCK development of Chinese teachers in primary school has the law of continuity. At last,based on the law of stages and continuity, the author gives some reform suggestion aboutteachers’ pre-service education, entry education and in-service education in order to promotethe PCK development of Chinese teachers in primary school.