Pedagogical Content Knowledge In The Physical Field Of Preschool Education Students Present Situation Reach

The level of Pedagogical Content Knowledge determines the difficulty and quality of their transition to in-service teachers.The development of physical field plays an important and positive role in the study of preschool students.Based on the existing research,this paper uses questionnaire survey method and interview method to conduct preschool education for 3pre-service training schools in ZheJiang Province.The 106 professional students and three college teachers are surveyed in order to analyze the mastery and existing problems of the preschool education students' physical Pedagogical Content Knowledge,and then propose countermeasures to improve the teaching knowledge of preschool education students.The results show that the level of Pedagogical Content Knowledge in the physical field of preschool education students is at a general or limited level of understanding.Among them,the“teaching content knowledge” scores.The level of teaching knowledge in the physical field of pre-primary students did not show significantdifferences in terms of “employment destination” and “engagement volunteering”,but there were significant differences in “education”.Follow-up interviews with three instructors based on the above phenomena.This research constructs domain teaching on the basis of physical field.the author suggests that in the process of preschool education personnel training,schools should take effective measures in terms of curriculum,professional knowledge and professional competence,educational practice and teacher training to promote preschool education students,master the knowledge of domain teaching and thus promote its professional development.