| Summary: | 碩士 === 台北市立師範學院 === 初等教育學系 === 84 === The main purpose of the study was to analyze the pedagogical
content knowledge of a Chinese teacher teaching in a Senior
High School.This study used ethnography as its research method，
which repuired the earcher to use participant observation，in-
depth interviews and analysis of documents to gather
information in the field. Major findings were as follows：
(1)The four components of her pedagogical content knowledge are
knowledge of hinese subject matter，knowledge of pedagogy，
knowledge of students and knowledge of contexts.The four
components of her pedagogical content knowledge were mutually
associated. (2)the sources of her pedagogical content knowledge
are from the learning experiences of her life and the teaching
experiences in instructional texts. (3)This teacher''s multiple
forms of instructional repre- sentations are acted according to
circumstances. (4)This teacher''s dynamic constructive processes
in her pedagogical content knowledge verify the developmental
model of pedagogical content knowing as Cochran，DeRuiter &
King described. Finally，according to the finding of research
mentioned above，some suggestions were contributing to teacher
education， Chinese teachers in high school and further
research. students'' learning are the major concerns of
elementary school teachers. The individual concrete question is
like this: the attentive degree of students in my class, the
adequacy of my teaching methods, the possibility of
establishing good relationship between teachers and students,
the possibility of being a good teacher, the effectiveness of
my class management. Those questions merit deep concerns of all
elementary school teachers. 2) It is not appropriate to apply
Fuller''s three-stage theory of teachers'' concerns about
teaching to explain the real situation of elementary teachers''
teaching concerns in Taiwan. 3) It seems that the teaching
concerns of beginning teachers in elementary schools are in
accordance with those of all teachers. But, human
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