A Survey Of Current Situation Of English Teachers' Pedagogical Content Knowledge In Rural Primary Schools

In 1986,the concept of Pedagogical Content Knowledge(PCK)was put forward by the professor Shulman for the first time in America.As the core and soul of teachers' professional knowledge,PCK is a kind of essential practical knowledge for teachers to carry out teaching effectively,and it determines the effectiveness in classroom teaching.By reviewing the relevant literature,in recent years,it can be seen that the researches of English teachers' PCK are relatively rich in china,but there are few researches on rural primary school English teachers' PCK,and the research method is limited to qualitative or quantitative.Therefore,this paper aims to investigate English teachers' PCK in rural primary schools by combining qualitative and quantitative methods.This paper revolves around the following three questions: 1.What is the current situation of English teachers' PCK in rural primary schools? 2.Are there any differences in English teachers' PCK based on different teaching years and different education background? 3.What are the reasons for the current situation of English teachers' PCK in rural primary schools?The author has investigated the current situation of English teachers' PCK in rural primary schools by questionnaire,classroom observation and interview.The subjects in the questionnaire are 50 English teachers from ten rural primary schools in Xinghe County,Wulanchabu City,InnerMongolia.The author randomly has selected three English teachers to observe their classroom teaching,and they also participated in the interview.In this study,SPSS22.0 is used to analyze the data,the classroom teaching is recorded and transcribed,and the teachers' interview records are analyzed.Finally,the conclusions are drawn.Based on the research,firstly,it is found that the overall level of English teachers' PCK in rural primary schools keeps a good level,but the level of English teachers' PCK in five dimensions is not balanced.In five components of PCK,knowledge of learners is mastered best.Relatively speaking,knowledge of teaching purpose is mastered badly.Secondly,there are significant differences in mastering PCK by English teachers who have different teaching years and different education background in rural primary schools.Based on the above results and the data obtained from the interview,the author summarizes the reasons affecting the current situation of English teachers' PCK in rural primary schools,and puts forward specific strategies to improve English teachers' PCK in rural primary schools.Due to resource,time and ability,there are some limitations in this paper.In the view of this,some suggestions for further study are put forward.