Transformation For Elementary Students With Chmese Learning Dififculty Under Pedagogical Content Knowledge

How to transformation Students with Learning Difficulty is a worldwide problem, that is tosay, where there is school education, there is the students with Learning Difficulty andtransformation of them. Elementary education has an important significance on students’ Chinesestudy, if not attach importance to accumulation of the Chinese knowledge, it must furtheradverse impact on the Chinese language learning for elementary school students.Pedagogical content knowledge is a concept pioneered by Shulman, L. S., a Americancognitive psychologist, refers to a knowledge that teacher organizes and representation ofspecific topics and issues which combined content knowledge with pedagogical knowledge tomake it adapted to learners holding different interest and ability in learning, and taking the waythat learners can understand to present a specific subject matter knowledge. Its purpose is topromote teachers’ professional development and improve student learning. There is the closerelation with the formation of students’ learning difficulties and overcome. During recent years,the research through pedagogical content knowledge has expanded and covered most of thesubject area in Chinese primary and secondary schools. It but very little involved in the primaryChinese. So, it makes the research having an essential significance and value in students withChinese learning difficulty in primary school instruction.Investigating through Pedagogical content knowledge, we can found that Students withChinese Learning Difficulty in primary school being in high, medium and low three learningstages in varying degrees, the specific performance including difficulties of the mastery of theknowledge base and language expression, reading and understanding, and the relationshipbetween teachers and students in learning, etc.. Pedagogical content knowledge for Chineseinstruction has a loving relationship with learning difficulty above. To overcome Chineselearning difficulty in primary school, teachers must have knowledge of the teaching purpose andgoal orientation to carry on the equitable teaching design; understand students with ChineseLearning Difficulty consciousness and cultivate their learning habits and abilities. Createoperational knowledge of Chinese language teaching strategies to stimulate student’s interest in the teaching of basic knowledge. use the method of "module","theme" and "discover" to trainingtheir reading skills in reading teaching; creation and use of effective knowledge of writing andoral communication in the language presentation; value learning process and results of Studentswith Chinese Learning Difficulty in a reasonable manner; melt teachers’ felling with student’semotion, touched and influenced the Students with Chinese Learning Difficulty. Then, theirlearning difficulties would be overcome.