Research On Pedagogical Content Knowledge Of Middle School History Teachers

Pedagogical content knowledge(hereinafter referred to as PCK)is the most influential teaching knowledge among teachers' professional knowledge,and it is also an important embodiment of teachers' teaching expertise and teachers' professional development.How to train the PCK of teachers of specific subjects has always been the key issue of pre-service teacher training,pre-service and post-service teacher integrated education and the quality of teacher professional development.After sorting out relevant research literatures,I found that Chinese scholars' researches on PCK of various middle school subjects has been increasing.Unfortunately,the discipline distribution of these studies is quite unbalanced,especially the history is rarely involved,and its researches are relatively scarce.Based on the theory of PCK proposed by Lee Shulman and referring to the analysis frameworks put forward by Chinese scholars in mathematics and Chinese,this study determines that Historical Pedagogical content knowledge covers three major aspects: knowledge of history curriculum and teaching materials,knowledge of history teaching strategies and methods,and knowledge of students' understanding.The study build an analysis framework for the development of the PCK of middle school history teachers,and develops two research tools: questionnaire and interview outline.This study uses 264 history teachers working in Middle school of Shanghai(including junior middle school and high school)as the samples,using literature study,questionnaire and interview method,combining quantitative and qualitative researches,investigates and studies the real situation of middle school history teachers' PCK and their developments.The process of middle school history teachers' generation and development of their PCK consists of three successive stages: experience as students,pre-service training and on-the-job experience.This study focuses on investigating the PCK acquisition and development of middle school history teachers in these three different stages,exploring the factors affecting the formation and development of PCK,and analyzing the relative importance of eight main sources to the development of middle school history teachers' PCK,especially the correlation between different teaching ages and their PCK status quo.By analyzing the data collected from the questionnaires and interviews,the main conclusionsof the study are that,on the whole,"teachers' teaching experience and reflection","organized teaching and research activities" and "communication with students" are the most important sources of PCK development for middle school history teachers,"communication with colleagues","reading professional books and periodicals" and "in-service professional training" are relatively important sources,"pre-employment training" and "experience as a student" are the least important sources.In order to develop the historical pedagogical content knowledge,we should promote the entire practice teaching mode and increase learning opportunities for the conversion of theory to practice;focus on problems and "tailor-made" teacher training courses;teaching and research activities need to focus on case study and experience reflection;"Reading" promotes "teaching" and improves teachers' qualities in all aspects;pay attention to training teachers' willingness and ability of lifelong learning.