Study On The Present Situation,problem And Strategy Of Primary School English Teacher's Pedagogical Content Knowledge (PCK) In S District,Chongqing

As the New Curriculum Reform asks for the improvement of English teachers' professional quality,and the New Curriculum Standards asks for the increase of English teachers' professional level,researches about English teacher' knowledge are continuously expanding.Pedagogical Content Knowledge,or PCK,as the core of teacher Knowledge,is the necessary empirical Knowledge for teachers to carry out effective teaching,which determines the effectiveness of class teaching and is also an important factor to distinguish teachers from disciplinary experts.In recent years,many scholars at home and abroad have been studying on the Pedagogical Content Knowledge combined with arts class less than with science class,and the research methods are limited to case tracking and interview investigation.Based on this,this paper conducts an empirical research on the current situation of Pedagogical Content Knowledge of English teachers in primary schools.This paper mainly adopts the literature research and education research method,combining the relevant theory of Pedagogical Content Knowledge and the requirement of English Curriculum Standards,a questionnaire for English teachers in primary schools is made,aiming to survey the teachers' Pedagogical Content Knowledge in S district,Chongqing.The research on Primary school English teacher' Pedagogical Content Knowledge,has a theoretical significance to deepen the educational theory and the study about Pedagogical Content Knowledge,meanwhile,it has a practical significance to optimize the structure of primary school English teachers' knowledge,to advance their quality,and to improve their ability of teaching.The study is divided into 5 chapters.Chapter 1,INTRODUCTION.This chapter firstly introduces the background and significance of the thesis,and then summarizes the relevant literature about it,and defines the core concepts of this thesis,finally,the objectives and contents of this research are introduced,and the research ideas and methods are analyzed.Chapter 2,THEORETICL DISCUSSION.This chapter probes into the connotation,factors and significance of the Pedagogical Content Knowledge of English teachers in primary schools,and provides theoretical basis for compiling the relevant questionnaire.Chapter 3,RESEARCH.This study adopts a self-compiled questionnaire to survey the Pedagogical Content Knowledge of English teachers in primary schools at S district,Chongqing.According to the results of the survey,SPSS19.0 was used for statistical analysis.Chapter 4,ANALYSIS.Based on the research results of the third part,this chapter found some problems existing in the Pedagogical Content Knowledge of English teachers in primary schools at S district,Chongqing,and analyzes the causes of the problems.Chapter 5,SUGGESTIONS.Based on the problems analyzed in the last chapter,this chapter puts forward corresponding improvement strategies.Chapter 6,CONCLUSION.This chapter summarizes the results of this investigation.