Classroom Case Studies Of PCK Of Primary School Physical Education Teachers In Daxing District, Beijing

With the deep reform of education, the teacher assessment has focused on professional capability rather than professional knowledge. Therefore, the introduction of pedagogical content knowledge has profound and positive significance. Meanwhile, it not only plays an important role in guiding the teaching content and methods reforms, but also improving the teaching quality and standard.Five primary school teachers from Daxing District participated in this cases study, and three of five were assigned as experiential teachers and others were novices. This research adopted three methods, which are the literature analysis method, classroom observation method, case analysis, to specifically observed three lesson: the inside of the small soccer kicks, supine push into bridge, cartwheel. The main content of the study is to divided pedagogical content knowledge of primary school physical education teachers into six main components: knowledge of subject content, knowledge of teaching objective, knowledge of content organization,knowledge of students understand, knowledge of feedback effect, knowledge of teaching strategies, make a comprehensive analysis and evaluation of curriculum.76 physical education teachers from Daxing District participated in this questionnaire study,and 38 teachers were assigned as experiential teachers and others were novices. This research adopted two methods, which are questionnaire investigation and mathematical statistics, to study the variance of two groups. The main content of the study is to investigate the level of understanding and grasp of pedagogical content knowledge of post-career teacher, using SPSS22.0 to analysis and drawing the corresponding conclusions.Due to the case analysis has certain subjectivity, this article through the questionnaire survey to the objective, makes the results more accurate. The results show that, in the classroom case analysis, novice teachers used lower frequence in pedagogical content knowledge than experiential teachers. In the questionnaire, the novice teachers and experiential teachers exist significant difference(t(76) =5.77, Sig.=0.000.) on the pedagogical content knowledge, where knowledge of subject content(t(76)=26.89, Sig.=0.000), knowledge of teaching objective(t(76)=-4.2, Sig.=0.000), knowledge of content organization(t(76)=-5.29, Sig.=0.000), knowledge of students understand(t(76)=- 5.89, Sig.=0.000), knowledge of feedback effect(t(76)=- 1.15,Sig.=0.000), knowledge of teaching strategies(t(76)=- 6.40, Sig.=0.000) are exist significant difference.Finally, according to the contents and results of the research, this article puts forward on some beneficial suggestions for the development of new teachers’ PCK, such as, the novice teachers can promote their pedagogical content knowledge by observing the experiential teachersteaching, communicating with experiential teacher, and reflecting their teaching experience,during the period of work of professional training.