A Cases Tudy Of Pedagogical Content Knowledge Comparison Of High School Novice And ExPert Teacher

Since Pedagogical Content Knowledge became one of the important elements in teacher professional development, the research of Pedagogical Content Knowledge have been paid attention by the researchers. This research, which regards Chinese Pedagogical Content Knowledge as the view of research, takes an expert and a newer teacher in Zhanjiang Senior School as an example, and makes the comparative analysis on the Chinese Pedagogical Content Knowledge of expert and newer teacher. This paper makes the further research on Pedagogical Content Knowledge in the same major academics teaching knowledge, especially Chinese Pedagogical Content Knowledge.This research makes a careful analysis on the content and structure of Chinese Pedagogical Content Knowledge, and makes an explanation of the movement mechanism of Chinese Pedagogical Content Knowledge. By the method of literature, classroom observation and interview after class, the research makes the comparative analysis on Chinese Pedagogical Content Knowledge from the static and dynamic views. At last, some strategies and suggestions have been taken. The results of research verify the related theory of Pedagogical Content Knowledge and teacher professional development, at the same time, the research also gets some new results.In this paper, there are six chapter:The first chapter is a brief introduction. It describes this paper’s research origin, research purpose and meaning, thoughts, research methods and make a brief explanation of the process, the related literature at home and abroad to comb, and analyzes the problems in the research of the past.The second chapter is basic concept definition. It makes a detailed definition and interpretation to the key concepts relevant of this study. The third chapter is the establishment of the analysis framework. With reference to the authority of the existing research results and research, for the structure of Chinese teachers’Pedagogical Content Knowledge and the frame construction for novice teachers and expert teachers teaching knowledge difference the analysis.The fourth chapter is research design and process.lt is a brief explanation for the research object, the selection of selection process, basis, research tools, the data collection, data processing and analysis.The fifth Chapter is analysis and research findings. It including two teachers’ Pedagogical Content Knowledge comparison and how their Pedagogical Content Knowledge works carried on the detailed comparison and analysis by classroom memoir perspective.The sixth chapter is research conclusion and enlightenment, including that of the static Pedagogical Content Knowledge structure comparison.of the two theachers, dynamic Pedagogical Content Knowledge operation comparison, two teachers Pedagogical Content Knowledge differences cause analysis, and on the basis of teachers of Pedagogical ContentKnowledge development strategy puts forward the corresponding proposal.