Research On The Development Of Pedagogical Content Knowledge Of Preservice Chinese Teacher And Its Influencing Factors

To improve teachers' professional quality is an inevitable requirement of teachers' professional development and teachers' team construction.Professional knowledge is an important part of teachers' professional quality,and pedagogical content knowledge is the core of teachers' professional knowledge.It is of great significance to promote the development of teachers' pedagogical content knowledge for improving teachers' professional quality and teaching quality.Previous research found that in-service teachers think that pre-service education plays a limited role in the development of their pedagogical content knowledge.In order to test the conclusions of previous studies and explore the influencing factors of the development of pre-service teachers' pedagogical content knowledge,this study focuses on the pre-service teachers' Chinese teaching knowledge,and investigates the senior normal students majoring in Chinese language and literature in a normal university.This study divides the pre-service teachers' Chinese teaching knowledge into four aspects,namely,the knowledge of Chinese curriculum and teaching materials,the knowledge of Chinese teaching methods,the knowledge of Chinese teaching representation,and the knowledge of students.Based on the above theoretical framework,this study developed a questionnaire to investigate 174 senior normal students majoring in Chinese language and literature in the school of Arts and the school of teacher education of H Normal University,and selected 4 normal students from the questionnaire for in-depth interviews.Five conclusions can be drawn from the research results.First,the source of the pedagogical content knowledge of the pre-service Chinese teachers is diverse.There are ten sources that affect the Chinese teaching knowledge of pre-service teachers,and they jointly promote the development of Chinese teaching knowledge.In order to better promote the development of pre-service teachers' Chinese teaching knowledge,it is necessary to make full use of various sources.Secondly,the effects of various sources on the development of Chinese teachingknowledge of pre-service teachers vary according to the types of knowledge.From the perspective of the development of Chinese teaching methods and knowledge,educational practice and the guidance of teachers in practice schools play the most important role,while the role of Chinese learning experience in primary and secondary schools and communication between students in university is the least.From the perspective of the development of Chinese teaching representation knowledge,educational practice and Chinese learning experience in primary and secondary schools play the most important role,while personal teaching experience accumulation and communication between students play the least role.From the perspective of the development of students' knowledge,educational practice and teaching reflection play the largest role,while the university education and teaching related courses,students' communication play the smallest role.Thirdly,comparing the functions of various sources,educational practice is the most important source of knowledge,which is important for the development of four aspects of Chinese teaching knowledge;while the communication between students in university is the least important source of knowledge,which is not important for the development of four aspects of Chinese teaching knowledge.Fourth,the development of pres-ervice Chinese teachers' pedagogical content knowledge is phased.The first stage is the basic stage,which is in the first and second year of the University and focuses on the accumulation of professional knowledge.The second stage is the leap stage.In the third grade,the knowledge of Chinese teaching methods and representation has been developed.The third stage is the integration stage.During and after the education practice in senior four,all kinds of knowledge have been integrated and developed.Fifth,In addition to the influence of various knowledge sources,the need for job-hunting is the most important influencing factor for the pedagogical content knowledge knowledge of pre-service Chinese teachers.Based on the above conclusions,this study puts forward some suggestions to promote the development of pre-service teachers' Chinese teaching knowledge.