| 英文摘要 |
This research explored the pedagogical content knowledge of experienced elementary school social studies teachers. A qualitative approach was adopted, and the data were collected using contingent observation, interviews, and document analysis. The results indicated that (a) the pedagogical content knowledge of the teachers included subject knowledge and beliefs, curriculum knowledge, student knowledge, knowledge of the teaching situation, and knowledge of teaching methods and strategies; (b) the teachers were student centered and emphasized introspection; (c) the teachers flexibly adjusted teaching materials according to the needs of students; (d) the teachers used adaptive teaching approach to meet the needs of both gifted and disadvantaged students. (e) the teachers could manage complex situations and contexts, actively guiding student learning; and (f) the teachers used an indirect teaching approach to ensure that students actively constructed knowledge. |
