Research On Teacher's Pedagogical Content Knowledge In Famous Teaching Cases

There is a strange understanding in the cultivation of teachers in China: subject knowledge,educational science knowledge and general cultural knowledge are taught separately,but teachers who have mastered this knowledge by default can use it freely in the teaching process.On the one hand,because of lack the guidance of practical methods,teachers have to rely on experience for teaching design,teaching reflection.Teachers' professional development has great blindness,spontaneity and disorder.On the other hand,experienced teachers only show the course examples,and the guidance to the novice teachers is also a fixed output of their own experience.As a result,it is difficult for new teachers to use them as their own.The reason is that each teacher's experience accumulation is different from the actual teaching,so the method guidance is not practical and operational.In order to solve these practical problems,some scholars have introduced PCK theory into the field of education research in China.PCK theory was put forward by American educator Shulman in 1985 when he analyzed the test questions of the teacher qualification exam.He found that the teacher qualification exam went to two extremes in 1875 and 1975.In 1875,it mainly emphasized the subject knowledge and ignored teaching theory and practical knowledge.In 1985,the general teaching knowledge was emphasized,but the subject knowledge was neglected.Shulman believes that teacher' training should organically integrate subject knowledge and teaching knowledge,and find the fusion point and balance point of the intersection of them.The knowledge formed after the integration is “Pedagogical Content Knowledge”,referred to as PCK.Despite the large number of researchers,the depth of research on PCK theory-guided practice is far from enough,especial the field of Chinese language.In order to make up for this gap,the author regards PCK theory as the research tool,and takes Banquet At Hongmen as the research object.As a sample of PCK theory to guide the development of teachers,the author hope to attract more knowledgeable researchers and improve the field of teacher training.This paper consists of five chapters.Chapter one is the introduction,which mainly introduces the background,significance and methods of this research.Firstly,the background of the research is discussed from the three aspects,the realistic background,the reform demand and the theoretical background.Then the main content of the research,the theoretical significance and practical significance of the research,and the research methods are discussed.Chapter two is mainly about the brief history of the development of PCK theory and the deep analysis of its connotation.First of all,there are four stages in the development of PCK theory: the period of static connotation,the period of static to dynamic connotation,the deepening of theory and the period of measurement and classroom application,and the period of implementation into the practical teaching.Then,the theoretical essence and constituent elements of PCK are defined.According to the above described,no matter how the PCK researchers define them,their connotations are inseparable from the main elements of student situation,teaching situation,teaching strategy knowledge,subject knowledge and educational science knowledge.Furthermore,a transformation model represented by Gross,an integration model represented by Cochran,and a pyramid-level nested model represented by Will are proposed.And the model diagram is drawn about the existence and transformation relationship between the elements of PCK.It also extracts theoretical and practical characteristics of the theory.At the end of this chapter,the domestic PCK research is reviewed.It is concluded that there are three main types of review,review research,educational influence research and empirical research.Chapter three mainly discusses the value and status of Banquet At Hongmen.First of all,the author discusses the historical value,literary value and teaching value of Banquet At Hongmen,focusing on the sublime status of his literary history.Then he sorts out the textual interpretation of the researchers.It mainly explains the reasons for the success and failure of Xiang and Liu from historiography perspective;From the literary perspective,it mainly analyzes the superb character characterization techniques,the exciting interpretation of the plot,the artistic analysis of the supernatural,and the diversified themes.In the last section of this chapter,the author introduces the selection of the textbooks of Banquet At Hongmen.The People's Education Edition,the Jiangsu Education Edition,the Shanghai Education Edition,and the Guangdong Education Edition are selected,highlighting the status of Banquet At Hongmen in the Chinese textbooks.Chapter four is mainly to sort out the teaching examples of the expert teacher,the backbone teacher and the novice teacher.No less than 10 lessons are selected of each identity teacher for the statistics of teaching objectives,teaching methods,teaching content and other indicators,forming an intuitive and clear chart.And a typical lesson of each identity teacher has selected for analysis.At the end of this chapter,a summary of the data is also presented,summarizing the prominent features of PCK for each identity teacher.Chapter five is conclusion,mainly giving the teaching suggestions and teaching examples.Based on the author's own novice teacher status,combined with the channel of PCK development and basic knowledge of PCK obtained in the previous sections,the author puts forward the teaching suggestions on Banquet At Hongmen and some teaching examples are presented.