| Since Schulman put forward the concept of pedagogical content knowledge(PCK),many scholars have studied it theoretically or empirically.At present,the domestic scholars' research on PCK is mainly based on the imitation of foreign research achievements.As western scholars' research,their concerns are also focused on the empirical studies in the field of science,and lacking the native characteristics.The Chinese is a subject which has strong local characteristics,it has important practical significance to research on Chinese teachers 'PCK.But looking at the current research results of the PCK in China,the researcher finds that the pedagogical knowledge of Chinese teachers has not aroused the enough attention of educational researchers.The related research results are relatively weak,and there is still much room for further research.In this case study,the researcher takes an experienced Chinese teacher as the research object to explore the experienced teacher' PCK through the literature method,observation method,interview method and physical analysis and other qualitative research methods to study the situation of the experienced Chinese teacher' PCK and the factors which affect the development of the teacher' PCK,and bring forward some effective development strategies.The introduction part introduces the origin,content,purpose and significance of this research,and then sorts out the domestic foreign research results of the PCK.Based on the review of the literature,it defines the core concepts of the experienced Chinese teacher' PCK,Chinese PCK,and then explains the basic theories of the study.The body of the paper mainly follows the research route of " What—Why—How " to investigate and research the PCK of the case teacher.Firstly,the paper describes and analysis the current status of the teacher Z's PCK from five aspects: the Chinese subject content knowledge,the Chinese teaching strategy knowledge,the knowledge about students,the Chinese teaching situation knowledge and the Chinese teaching assessment knowledge.It turns out that the structure of teacher Z's PCK is good as a whole.But there are still some shortcomings,such as,relatively insufficient knowledge of ancient language,the historical and cultural teaching knowledge is lacking,and the knowledge of educational theory is mainly derived from experience summary,with subjective color,and need to be further updated and improved and so on.Secondly,through the investigation,it finds that the beneficial factors for development of the teacher Z's PCK is mainly reflected in the following aspects: the teacher Z's interest and love of the Chinese,the reflection on teaching practice,the help of the "important others" in the teaching career,the cooperation and communication among peer teachers,the warm and harmonious relationship between teacher and students and the strong post-employment training;And the restriction factors is mainly reflected in these aspects:the negative effects of leaning branch phenomenon,the fixed thinking modes affected by the years of teaching habits,the decline in professional enterprise,the pressures of examination and daily life etc.Again,Aiming at these factors,the paper believe that further development of teacher Z's PCK need efforts from two aspects: one is to continue to maintain and develop the existing favorable factors and conditions,the other one is to overcome the disadvantages: identifying weaknesses and strength in a targeted way,breaking down the mindset and teaching according to the actual situation of students.In addition,the school where teacher Z work in should make efforts to create an external environment which is beneficial to the teachers 'PCK,pay attention to teachers' life experience and stimulate teachers 'professional enthusiasm.In the last part,the whole research is summarized.On the basis of the conclusion,some thoughts on the development of the PCK of the Chinese teachers are put forward,and the shortcomings in the study are also pointed out. |
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