| The 14 th Five-Year Plan points out that it is necessary to build a team of highquality professional teachers and improve teachers’ teaching ability and quality.The Professional Standards for Kindergarten Teachers(Trial)issued by the Ministry of Education in 2012 pointed out that preschool teachers should be professional-oriented and constantly improve their professional development level.At the same time,the Outline of the National Medium-and Long-Term Education Reform and Development Plan(2010-2020)proposes to "effectively strengthen the training of preschool teachers and improve the overall quality of preschool teachers".Thus,to improve the quality of preschool teachers and promote their professional development has become one of the important measures to vigorously promote the development of preschool education.According to Shulman’s research on teachers’ knowledge,pedagogical content knowledge(PCK)is a kind of knowledge that effectively distinguishes teachers’ professionalism.At present,there are some problems that preschool teachers’ PCK level is not high,the existing kindergarten training system is not targeted enough to improve teachers’ PCK,and the effect of post-service research and training for preschool teachers needs to be scientifically demonstrated.Therefore,it is necessary to understand the current situation of teachers’ knowledge level in the field of teaching,explore the targeted improvement of teachers’ PCK level in the existing training system of kindergartens,and conduct scientific evaluation of teachers’ research and training effect,so as to provide reference for promoting the development of teacher education and the development and evaluation of kindergarten-based training.In this study,18 teachers from middle class grade group of D Kindergarten in Shanghai were selected as the research objects.Firstly,the assessment method was used to investigate the current situation of language teaching knowledge level of 18 teachers.Secondly,10 teachers in the experimental group were carried out PCK teaching and research activities in the language field once every two weeks,five times in total,with the kindergarten teaching and research activities as the carrier.Finally,the training effect of 10 teachers in the experimental group after intervention was analyzed by means of evaluation,questionnaire survey and interview,and the language development effect of 37 children in the experimental class after intervention was compared and analyzed by corpus analysis,so as to evaluate the effectiveness of educational intervention.1.What is the status quo of teachers’ knowledge in language field? 2.How to integrate PCK education intervention in the language field of kindergarten teaching and research activities to promote the development of teachers’ language PCK? 3.What is the effect of PCK intervention in the language field of teachers integrated into kindergarten teaching and research activities?The results show that,firstly,the PCK level of preschool teachers is generally not high,among which the teachers’ knowledge of teaching methods is the weakest;Second,PCK training with domain teaching knowledge as the training content can better integrate into the existing knowledge system of preschool teachers;Third,the intervention into kindergarten teaching and research activities can reduce the burden of teacher training and improve the quality of kindergarten-based research and training;Fourthly,the educational intervention based on the three elements of PCK training can effectively improve the PCK level of teachers’ narrative and collective teaching.This study discusses the above findings and puts forward the following educational suggestions: 1.Deepen the PCK concept and promote the change of teachers’ teaching concepts;2.PCK training integrated into kindergarten teaching and research should promote the transfer of teachers’ PCK and the transfer of reflective practice teaching and research mode;3.Koch Level 4 can be used to evaluate the results of the gardenbased research and training. |
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