The Case Study On The Development Of Knowledge Of Learners Of Primary School Chinese Language Teacher’s Pedagogical Content Knowledge

PCK, short for Pedagogical Content Knowledge, was proposed by American education expert shulman.L.S for the first time. This theory has maken a great influence on the study of teacher knowledge. PCK explains the knowledge that teachers need in their teaching. The knowledge of learners is one of the core elements of PCK. Teacher mastering the PCK, especially the knowledge of learners will play an important role in improving teaching level of teachers and promoting studying of students. Considering those situation, this paper chooses a primary school Chinese language teacher as the object of case study, analyses and presents the development and the affecting factors of the knowledge of learners of the teacher’s PCK.Dealing with the related research achievements, this study constructs a framework to analyse the development of the knowledge of learners of teachers’ PCK. Based on this framework, the paper chooses the case study method by interviewing and collectting the relevant documents to achieve the required information,and then, describles the problems she meet,the way she took to solve the problems during the development of the knowledge of learners of her PCK by describing the critical events from five aspects,such as students’ prior knowledge, students’ needs and interests, students’ learning difficulties, students’ misconceptions and students’ learning degree.Based on the described cases, at the last part of this paper, the reasearcher firstly rethinks the development of the knowledge of learners of the case object’s PCK to reveal its feature. And then, the study analyses the affecting factors from teacher self, students and school evironment. Finally, some advice will be given from four aspects to promote the development of knowledge of learners of teachers’PCK, such as, deepening the knowledge of learners research, focusing on students’ learning behavior, cultivating teachers’ professional consciousness and setting up teacher learning community.