Research On PCK Transformation In Reading Teaching For The Beginning Chinese Teachers Of Primary School

The professional development of teachers has attracted the attention of all countries in the world.Since the introduction of Pedagogical Content Knowledge(PCK),the education circles pays more and more attention to the related research of PCK.The beginning teachers have an important influence on school education,and the PCK development of the beginning teachers affects their professional development throughout their whole career.What are the dilemmas in the PCK transformation of the beginning teachers who have just stepped into their post? What causes these dilemmas?How to resolve it? This paper consists of five chapters,focusing on these issues for research.In the introduction part,by searching and reading domestic and foregin literature about Teachers' knowledge,Pedagogical Content Knowledge and Chinese subject teaching knowledge,the researcher founds that few scholars have studied the transformation of the beginning teachers' PCK.Based on this situation,researcher determine the direction of research and define the concept.The research objects Teacher J is selected.The second chapter,based on the existing teacher's PCK transformation research,the researcher constructed the theoretical framework of teachers' PCK transformation from external and internal aspects.The external process of the framework includes five stages: preparation,characterization,teaching selection,adaptation and adjustment.The internal process mainly includes the subject content knowledge,teaching strategies knowledge and about students' knowledge.Based on the features of Chinese reading teaching,the researcher summarized the PCK transformation mechanism in Chinese teachers' reading teaching.The third chapter,based on this theory of framework,through the observation and interviews,found some J teacher PCK into existence predicament.Teacher J's PCK transformation dilemma mainly includes :in the preparatory stage,the teacher's subject content knowledge is fragmented;in the stage of characterization and teaching selection,the knowledge of teaching strategies is solidified;in the adaptation stage,students' knowledge is lacking.The reasons for the plight of Teacher J's PCK transformation include:the lack of growth environment provided by the school,the lack of awareness of teaching experience and the lack of student-oriented consciousness.The fourth chapter,in view of the plight of Teacher J's PCK transformation and its reasons,proposes career planning based on the “students position",the representation form of PCK based on the "mentor and apprentice teaching" experience,the improvement of teaching decision-making based on "listening and evaluation",and the "research" "Class" enhances on-site learning ability,and perfects the resolution strategy of teaching choices based on "teaching reflection".The fifth chapter,the researcher drew finding conclusions that included: First,primary school Chinese teachers should have Chinese subject content knowledge,Chinese teaching strategies knowledge and knowledge about student in reading teaching.Secondly,there are different dilemmas in the transformation of PCK for primary school Chinese teachers at each stage.Thirdly,based on the problem of Teacher J's PCK transformation,it is proposed that school-based teaching research should be reflected on the basis of the mentoring system,class evaluation and lesson example study.