| Combining general pedagogical knowledge with discipline knowledge, pedagogical content knowledge(PCK) transforms teachers’ knowing to students’ knowing and shows teachers’ specialization. Since 1986 when Shulman proposed the concept of PCK, thousands of releVant studies have sprung up throughout the whole world. However, most of them mainly focused on teachers’ PCK development in a specific discipline, while few concerned about teachers’ PCK development before and after having a lesson. As we all know, PCK development is Quite inseparable from classroom practices, thus researches on PCK development need to return to studies on classroom teaching.Researches on teachers’ PCK development should return to its essential attributes. This thesis explores teachers’ PCK development process from the perspective of lesson study, adopts case study research method, selecting a Chinese teacher in primary school as the research object. The research describes that particular teacher’s teaching processes of three lessons during lesson study, and then analyze her PCK development using PCK’s four elements theory proposed by Grossman.The study summarizes and concludes the mechanism of teachers’ PCK development during lesson study, that is, teaching problems under concrete circumstances arouse the change of teaching objective knowledge, which merges and promotes with knowledge of students’ understanding by the action of reflection, and then forms teachers’ new PCK ultimately. In addition, this study finds out four ways to improve lesson study:setting problem situation on the basis of reality; emphasizing students-oriented learning; reflecting complexity of classroom teaching; forming teachers’ professional community. |
