A Comparative Study Of PCK Teachers And Expert Teachers In High School Chinese

PCK (Pedagogical Content Knowledge), as the basis of the classroom teaching and professional knowledge that a teacher must to be possessed , has been attracted more and more scholar's concern at home and abroad. Since the introduction of the concept of PCK was put forward by Professor Shulman in 1986. the teaching knowledge of the subject has been taught .As an important part of teacher professional knowledge and teacher professional development, teachers and other occupations are distinguished, and in here professor Shulman emphasizing the professional characteristics of teachers.Primary teachers are often confused with their professional growth, and this is not unrelated with their lack of PCK .Therefore, this study chooses the differences between the first year Chinese teacher and the expert Chinese teachers in the PCK as the research object, hoping to provide the references for the early growth of the teachers. This study chooses Y Middle School of Y City in Jiangsu Province, and chooses a teacher who has taught for only one year in school and another teacher ,who has been teaching for 23 years as an object of study. Through the interview of the two teachers and the implementation process of the "Lanting Preface" in the second year of the high school, the paper takes the holographic observation of the two teachers.This text uses the research method, the text analysis method, the classroom observation method, the interview method and comparative analysis method, which is based on the PCK survey, to respectively comprise,analyze and research the two high school Chinese teachers ,and thus draw the relevant conclusions.This study mainly divided into five parts.The first part is the introduction. This chart mainly introduces the research background of this article, reveals the purpose and significance of this research, and expounds the methods and processes of this study.The second part is the analyzes the current situation of the research at home and abroad. It summarizes the research on PCK both at home and abroad, and it lists the framework of this article.The third part is the comparative analysis of PCK differences between primal teachers and expert teachers. This chapter firstly introduces the selection of sample schools and sample objects, and then analyzes the two teachers from the lesson preparation and pre-class preparation, class observation, job evaluation and reflection.teaching purpose and student view from the perspective of holographic observation,and lastly obtains two teachers PCK structure.The forth part analyzes the influencing factors of the teachers and expert teachers.On this basis, the conclusion is put forward on the PCK differences between the primary Chinese teacher and the expert Chinese teacher, and the feasibility suggestions of the teachers' PCK structure are put forward.The last part is the conclusion.The study argues that there are the following differences in PCK between primary teachers and expert teachers: 1. There are significant differences in concept.2.There are significant differences in teaching. 3.There are obvious differences in the course. 4. Students and contexts are significantly different. The study also believes that the primal teachers should work in the following areas, which can promote their PCK improved, so that they can grow into the expert teachers : First, the firm belief to create an ideal-to learn from the famous teachers; Second, increase the experience-to learn from practice; Third, a solid foundation focus on reflection-to study books;Fourth, concerned about students and create context-to study life.