Study On The Teaching Knowledge Structure Of Teacher's Multi-text Reading In The Perspective Of PCK

PCK is the teacher's knowledge of effective teaching in the face of specific areas of teaching,It requires teachers to choose teaching strategies and present them in an easy-to-understand way,Which based on a comprehensive understanding of students and specific teaching situations.Under the trend of teachers being rediscovered,the research on PCK in specific fields of particular teacher groups is crucial to promote effective teacher education and effective student learning.As a new type of teaching mode swept the Chinese primary education in recent years,multi-text reading teaching is praised as "A Breakthrough Reading Teaching Practice" and plays an important role in conforming to the current reading teaching reform in our country and promoting the professional development of teachers.However,Because of the teaching of multi-text reading in the "topics" "multi-text" and other aspects of our traditional reading teaching is significantly different,While brings a breakthrough to Chinese teachers in the hope of trying out the barriers of education,many teachers feel "caught off guard" at the same time,which resulting in the phenomenon of "inefficient or inefficient" teaching of multi-text reading exists at present.Therefore,in order to improve the effectiveness of multi-text reading teaching,it is urgent to pay attention to the study of multi-text reading teachers PCK,and to clarify the structure of PCK is our primary problem to be solved.This research takes the multi-text reading teachers as the research object,around the composition of multi-text reading teachers PCK and the relationship between the various elements of these two issues to study.In view of the fact that PCK is a subtle and implicit tacit knowledge,this study adopts a hybrid research approach combining quantitative and qualitative research.In the part of quantitative research,exploratory factor analysis is made on the components of PCK through compiling questionnaires,and the system interaction between the elements is revealed through structural equation modeling.In the part of qualitative research,this paper describes how the five constituent elements of PCK in practice are related and how the various factors are related through the methods of classroom observation,case analysis and interview.The purpose of qualitative research is to explain and supplement quantitative research results.Draw the following conclusions:(1)The teaching knowledge structure of teacher's multi-text reading consists of five components: "the dominant concept of multi-text reading teaching","knowledge about students in multi-text reading teaching","knowledge about courses in multi-text reading teaching","multi-text reading teaching strategy knowledge " and " multi-text reading teaching evaluation knowledge".Among them,"the dominant concept of multi-text reading teaching" living in the mastering position,it is the teacher's overall thinking and understanding of multi-text reading "why is it taught" ?,which has a direct impact on whether teachers carry out the teaching of multi-text reading and its effectiveness;"knowledge about students in multi-text reading teaching","Group of text reading teaching knowledge about students" is the teacher's "who to teach" understanding,mainly refers to the teachers' comprehension to the student's interest,cognitive basis and the myth concept that maybe encountered;The knowledge about the curriculum determines what is taught in multi-text reading teaching,as well as the intrinsic relationship between the content of the curriculum and the different age groups in a specific field;"multi-text reading teaching strategy knowledge " is about the teacher's "how to teach" knowledge,including the specific teaching strategy and characterization to improve the effectiveness of teaching;" multi-text reading teaching evaluation knowledge" is about "how to teach" knowledge,which is determines the way teachers use the teaching evaluation and feedback on how to effect.(2)The five elements of multi-text reading teacher's PCK are not independent and fragmented.Instead,they are intertwined with each other and form the PCK.In short,the various elements interact and interact with each other.According to the research findings,this study puts forward some suggestions to enhance self-confidence of teaching multi-text reading,build learning and practice platform,strengthen teachers' knowledge about curriculum and evaluation,and focus on teaching reflection and so on.