Research On The Subject Teaching Knowledge Generation Strategies Of Rural Primary School English Teacher

Rural education is still the priority to improve a country’s education level.Eighty percent of Chinese students receive Mandatory Education in countryside.The significant status of English as a universal language remains unchanged.Primary school is the golden period of language learning.Therefore,attention should be paid to the training of English teachers in primary school.Pedagogical content knowledge manifests the teaching ability of teachers,which is both a kind of knowledge and ability.It affects the effectiveness of its teaching and students’ learning.For its significance,this paper studies the problems and influencing factors of pedagogical content knowledge of rural primary English teachers,and then discusses the strategies for the generation of pedagogical content knowledge of rural primary English teachers.Both quantitative and qualitative research methods were used in this study.Firstly,the entry point of this study was found by collecting,combing and analyzing national and international literature on pedagogical knowledge of the subject.Secondly,on the basis of constructivism theory and SECI model,combined with previous research results,this paper attempts to build a model of subject teaching knowledge generation for primary school English teachers,focusing on the in-depth development and generation process of teachers’ pedagogical content knowledge.Thirdly,questionnaire,interview outline and classroom observation table were designed to conduct a questionnaire survey on 93 rural primary English teachers,and 4 rural primary English teachers were randomly selected for in-depth interview and field survey,including pre-class instructional design and courseware,classroom teaching,after-class teaching reflection,etc.Through the investigation,it is found that the subject teaching knowledge of English teachers in rural primary schools mainly has the following problems: ignoring the humanistic cultivation;Ignoring the developmental evaluation of students;Ignoring the cultivation of learning strategies;Ignoring the guiding role of curriculum standards.And analyzes the factors affecting the pedagogical content knowledge of rural primary school English teachers,including: teachers lack of reasonable subject concept,lack of correct teaching concept,lack of solid theoretical knowledge,lack of scientific division of labor and cooperation.Finally,in view of the problems existing in the pedagogical content knowledge of rural primary English teachers,combining with the factors that affect the pedagogical content knowledge of English teachers in rural primary schools,based on the pedagogical content knowledge generation model of primary English teachers,this paper proposes the strategies for the generation of pedagogical content knowledge for rural primary English teachers from four aspects.Among them,In English content knowledge part,English language knowledge should be improved,English cross-cultural knowledge should be constructed,English interdisciplinary knowledge should be accumulated,etc.In English curriculum knowledge part,relevant education courses should be added,English curriculum standards should be learned,curriculum theme awareness should be strengthened,etc.In the part of English pedagogical knowledge,teaching design database should be built,teaching organization and management experience should be expanded,and teaching incentive methods should be innovated.In the part of students’ knowledge,students’ English foundation should be grasped,English learning strategies should be enriched,students’ learning efficiency should be improved and so on.