Research On Current Condition Of Rural Elementary School Teachers' Pedagogical Content Knowledge And Development Strategy

Rural elementary school teachers are of great importance for fundamental education development.It is of great significance for the improvement of rural elementary school teachers' quality and the education reform in new curricular reform if their pedagogical content knowledge can be promoted.Pedagogical Content Knowledge proposed by Shulman,a professor of Stanford University,in 1986,is regarded as an integral part of teacher knowledge and plays a significant role in their professional development.Based on pedagogical content knowledge of elementary school teachers,it is feasible to study teacher knowledge and improve their professional competence.This research,through literature review and investigation and based on teachers' professional development and structuralism theory,does questionnaire on rural elementary school teachers and profoundly interview some of them on the basis of lessons from research achievement of at home and abroad.The research is carried out from four aspects subordinated to pedagogical content knowledge,including professional knowledge,course and textbook knowledge,knowledge about students,knowledge about teaching strategies.This thesis is divided into five parts,that is introduction,analysis of theory related to pedagogical content knowledge,survey on present condition and analysis of the results,analysis of problems existed in the development of rural elementary school teachers' pedagogical content knowledge and reasons,and development strategies.The research shows that rural elementary school teachers have some deficiency in pedagogical content knowledge.They bear inadequate professional knowledge,inadequate understanding of students,inadequate knowledge about teaching strategies,uneven pedagogical content knowledge.The reasons lie in unreasonable plan for teacher orientation training;defective post-career teacher training courses;incomplete school mechanism and lack of teachers' self-development recognition.This thesis proposes strategies for improvement aiming at rural elementary school teachers' deficiency in reconstructing pre-vocational teacher training model,transforming post-vocational teacher training course system,making sure teachershaving enough learning resources and teachers themselves constructing their own pedagogical content knowledge.