A Case Study On Mature-Type Preschool Teachers’ Language Pedagogical Content Knowledge In The Kindergarten

The pedagogical content knowledge(PCK)is one of the most suitable knowledge for teaching of, it is special integration of teacher’s teaching experience, teachers’ subject matter knowledge and pedagogy. The teachers’ PCK not only has the direct bearing on professional development, but concerns language development of children. So the study uses natural observation, in-depth interview and document to research the teachers’ language pedagogical content knowledge of two mature teachers in one provincial demonstrative kindergarten. On the one hand, serving as a reference for other teachers, on the others hand, helping mature teachers find their gap, to draw on each other strength, perfect the knowledge structure and promote the development of specialization.This article divided teachers’ language PCK in four parts: language content knowledge, language teaching strategy knowledge, language teaching situation language and the language about child. On language content knowledge level, Teacher pays more attention on nurturing children’ listening habits, express ability and the appropriate usage of words and sentences. Teacher also stress on fostering children’ multi-understanding about reading content and strategy. Besides, to organize abundant pre-writing content and variety of pre-writing forms. On language teaching strategy knowledge level, teacher promotes children’ core experience on language area through the model reading vividly, the children’ active body expression, the true role-play, focus on the question and response on language core experience. On teaching situation knowledge level, teacher creates positive language interact circumstance to boost the communication and sharing of language. Teacher judges whether need to put teaching material to support children’ language learning based on the different types of language action. Teacher use the multimedia skillful even though teacher felt confuse on the ways to use it in kindergarten teaching. On the knowledge about children, teacher pays more attention to children’ language experience and relevant life experience, but can’t generalize well about children’ language development characteristics and laws. For children’ common language errors, teacher has a correct cognition and has good way to lead. The teacher organizes teaching activities having in mind of children’ abilities.For the accessible ways of mature teachers’ language PCK, there are teaching practice, on-the-job training activities, research activities in kindergarten and summary of reflection about teaching.Based on the above analysis, the study puts forward some suggestions to promote teachers’ language PCK: Optimizing the teachers’ in-service training for agreeing with teachers’ demand; Building learning community to promote dialogue with experts and teachers; Realizing company and mutual assistance through establishing a good communication platform; Carrying out teaching reflection based on the real teaching field.