| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 92 === The research aims to investigate Pedagogical Content Knowledge (PCK) of a junior high school Chinese teacher, and to analyze its content, sources of construct, reasoning and action, and its instructional presentation. This research adopted case study that targeted an experienced Chinese teacher (Pseudonym: Miss Huang). The researcher, a main research instrument, entered Miss Huang’s teaching field to collect data for one semester by means of classroom observation, formal and informal interviews and documents, expecting the research findings can be used as reference of Chinese-related curriculum of Teachers Training Institute.
The results indicated as follows. First of all, the content of Miss Huang’s PCK, based on teaching belief, and integrates the knowledge of subject matter, of teaching, understanding to the learners and the grasp of context. Miss Huang continuously expanded her content and her PCK presents three characteristics: (1) Teacher’s belief and attitude toward subject affect the development of PCK (2) Teacher adopts appropriate ways to solve students’ problems by realizing their difficulties in learning (3) Teacher’s cognition to context influences the presentation of PCK. Secondly, there are three sources of constructing Miss Huang’s PCK. (1) The practical teaching experience is the most important source of PCK. The novice’s teaching experience plays an important role in learning teaching. (2) With the accumulation of the teaching experience, the source of constructing PCK becomes diversified. (3) The practical teaching and learning experience complement each other. Miss Huang’s reasoning and action is divided into three stages: pre-teaching, in-teaching, after-teaching. The pre-teaching preparation is based on the previous teaching experience, and derives new thought from prior experience. The in-teaching presentation is diversified, and the interpretation is the most common way of presentation. The after-teaching evaluation still adopts paper-and-pencil test, together with other ways of evaluation, such as reports, learning sheets, and activities.
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