英文摘要 |
The purpose of this study is to compare the pedagogical content knowledge of novice and expert mandarin teachers from primary school to provide suggestions to mandarin teachers. Qualitative research methods were used for this study. Data were collected from classroom observation, in-depth interviews, and documentary analysis. After spending six months collecting data, this study obtained a few main results. The following were research results: (1) Both novice mandarin teacher and expert mandarin teacher had knowledge of teaching objectives, knowledge of content, knowledge of learners, knowledge of curriculum, and general pedagogical knowledge; (2) Expert teacher had deeper understanding about the purpose of mandarin teaching, which included listening, speaking, reading, and writing better than novice teacher. Expert teacher could also care of affection purpose; (3) Expert teacher had plentiful content knowledge compared to novice teacher; (4) Expert teacher had deeper comprehension of students’ learning interest and learning difficulties better than novice teacher. Expert teacher also understand the reasons behind a problem. They knew the solution to a learning problem; (5) Expert teacher had plentiful understanding of both longitudinal coherence and lateral integration of curriculum better than novice teacher. Also, expert teacher could consider by viewpoints of student; (6) Expert teacher had mature general pedagogical knowledge viewpoints and consideration better than novice teacher. Expert teacher had better developed of relative strategies and skills, also they had mature purpose of implement and principles of implement. |