Research On The Current Situation Of Pedagogical Content Knowledge In The Scientific Field Of Model Preschool Teacher

Along with continuous social development,under the background of teacher professionalization,the pedagogical content knowledge(PCK)has guided teachers towards the professional growth road through integration of teaching content knowledge,education object knowledge and teaching method knowledge.Preschool period is the "scientific enlightenment period".In the process of the scientific education practice,it is of great importance to discuss on what scientific knowledge a teacher should be capable of,how to transform preschool teachers’ knowledge into kids’ knowledge,how to select scientific methods and strategies for suiting kids’ scientific study.All those require research on PCK in the scientific field.This research adopts documentary method,survey method,observational method and text analysis.Firstly,through theoretic analysis on PCK structure in the scientific field of preschool teachers,this research points that the PCK in scientific field of preschool teachers consists of content knowledge,education object knowledge and education method knowledge.At the same time,this research applies analysis and research on PCK in scientific educational activities of preschool teachers in four aspects,namely,confirmation of scientific educational objective,selection of scientific educational teaching contents,application of scientific educational teaching methods,and scientific educational teaching evaluation.Secondly,this research chooses G model kindergarten in Changsha as research objective to analyze and make research on the cognition situation of PCK in scientific field,basic situation of PCK structure in scientific field and basic situation of PCK in scientific educational activities as for the preschool teachers in G model kindergarten.This research finds that most model preschool teachers have certain understanding of PCK structure in scientific field to regard PCK as the organic integration of multiple kinds of knowledge and recognize the importance of PCK.In the aspect of PCK structure in scientific field,most model preschool teachers think PCK in scientific field should refer to PCK in preschool scientific educational teaching content knowledge or to teaching content knowledge in certain themes or contents of the preschool scientific educational field.Thus,they are lack of understanding on general teaching content knowledge.In the aspect of education object knowledge in scientific field,all model preschool teachers deem the education object includes general characteristics of physical and mental development of kids firstly,general characteristics of physical and mental development of people secondly,and characteristics of particular classes and certain kids thirdly.In the aspect of teaching method knowledge in scientific field,model preschool teachers think that PCK method knowledge in scientific field refers to preschool scientific educational teaching method knowledge firstly,teaching method knowledge in certain themes or contents of preschool scientific education field secondly,and general teaching method knowledge at last.As to the PCK in scientific educational activities carried out by model preschool teachers,firstly,in the aspect of educational objective in scientific field,teachers able to pay attention to three-dimension objective of emotion and attitude,scientific methods,knowledge and experience and emphasize the suitability and comprehensiveness of objective in particular activities with scientific themes or contents.However,some statement of teaching objective is not appropriate.Secondly,in the aspect of selection on scientific educational teaching contents,teachers lay emphasis on the tight combination of teaching contents in scientific field with kids’ life and original experience on the one hand,and make integration of teaching contents in scientific field with teaching contents in other fields.However,teachers cannot hold exactly the key experience of what the kids need to grasp.Thirdly,in the aspect of scientific educational teaching method application,teachers pay attention to variety and suitability of teaching methods,organization ability in activity process,grasp of activity link,technique usage,creation of safe psychological environment,and objective and relevance of material selection.However,it is not strong as to the material operability.At last,in the aspect of teaching evaluation in scientific field,teachers lay stress on completion of scientific educational objective,development of objective evaluation.However,the evaluation subject should extend to diversification,the evaluation model should be multiplied,and the evaluation content specification should be improved.This research also finds the main factors affecting the PCK development in scientific field for model preschool teachers cover the understanding level of PCK;teachers’ personality such as subject ideology,individual efforts and personal self-reflection capability;and teachers’ chance for study and training.Therefore,this research advises to some suggestions to promote the development to teaching knowledge of subject preschool teachers in science field,firstly promote education and improve teachers’ professional competence;secondly,strengthen study on theoretic knowledge and enhance teachers’PCK cognition;thirdly pay attention to implementation of practical activities and facilitate teachers’ PCK development.