A Case Study On The Excellent Teachers' Pedagogical Content Knowledge(PCK) In The Teaching Of Multi-text Reading

The "Compulsory Education Chinese Curriculum Standards"(2011)pointed out that teachers should pay attention to five aspects of students' reading,namely reading interest and value orientation,reading methods and habits,reading volume,reading range,and the ability of selected reading material in the teaching of Chinese reading.Multi-text reading teaching is a new mode of reading teaching.Teachers use the teaching mode to organically integrate the rich Chinese teaching content,which fits the needs of the new curriculum standard.This is not only the effective way to realize the humanity and instrumentality of Chinese curriculum,but also an important channel to implement the fundamental task of morality education.The implementation of multi-text reading teaching requires teachers to have a solid knowledge reserve,superb teaching skills and other qualities.Pedagogical Content Knowledge(PCK)promotes the development of teachers' practical wisdom and is the key to the continuous professional growth of teachers.It affects the design and implementation of teachers' class instruction,improves the way of dialogue with students,and determines the organization and strategy of teachers' classroom teaching.To a certain extent,the teacher's pedagogical content knowledge determines the success of teaching.Excellent teachers have perfect pedagogical content knowledge.Therefore,this research hopes to explore the formation process of the reality of excellent teachers' pedagogical content knowledge through in-depth analysis of the actual situation of excellent teachers' pedagogical content knowledge in the teaching of multi-text reading,so as to provide development enlightenment for teachers' pedagogical content knowledge,and provide the general public teachers who carry out the teaching of multi-text reading provide professional development direction and basis for reference.The research takes four excellent teachers from different regions and different schools as the research objects.Through the classroom observation of multi-text reading teaching,the analysis of teacher's lesson plans,and the in-depth interviews with teachers,we can understand the reality and formation process of excellent teachers' pedagogical content knowledge.It mainly focuses on the following specific questions:(1)Through the interpretation of the connotation of excellent teachers' pedagogical content knowledge,what is the reality?(2)What is the process of forming the reality of excellent teachers' pedagogical content knowledge?(3)Based on the actual state and formation process of excellent teachers' pedagogical content knowledge,put forward development enlightenment.Through the research on the pedagogical content knowledge of excellent teachers in the teaching of multi-text writing,the reality is as follows::(1)Regarding the guiding concept of multi-text reading teaching,excellent teachers have a higher value identity for multi-text reading.It mainly uses the methods of multi-text reading teaching competitions,school platforms,research institute,and related experts' multi-text reading teaching instruction or lectures,compilation of multi-text reading books and related reading books,etc.to study group texts.(2)In terms of multi-text reading courses and texts,excellent teachers can accurately grasp the Chinese curriculum standards and clearly know the specific requirements of reading knowledge and skills in the various age groups.The teacher effectively integrates the abilities in the curriculum standard and the training goals of multi-text reading teaching;(3)In terms of student knowledge,excellent teachers generally consider students' age characteristics,learning interests,original knowledge and experience,and recent development areas;(4)In terms of the teaching strategies and representation mode of multi-text reading,it is mainly carried out in the form of group cooperation.The specific teaching strategy is mainly based on the text component logic and the specific content of the text as well as the students' academic conditions.The most typical mode of representation is the use of tool lists,mind maps,etc.,which is conducive to students' absorption and mastery.Through in-depth interviews and observations with four excellent teachers,the formation process of four pedagogical content knowledge is explored: "straight-line development","spiral ascending","two-track parallel" and "step-by-step".After understanding the actual state and formation process of excellent teachers' pedagogical content knowledge,the following enlightenment was obtained:(1)Strengthen the guidance of teachers' Multi-Text idea based on personality traits;(2)Enrich the accumulation of teachers' Multi-Text cultural literacy based on knowledge reserves;(3)Use the real situation as the field of practice to enhance the sharing and interaction of teachers' Multi-Text literature;(4)Use representational transformation as the main way to promote the construction of teachers' Multi-Text teaching;(5)Take key events as an important opportunity to build a platform for teachers' Multi-Text Reading Teaching practice.