Abstract

In recent decades teacher's profession has become a hot issue of discussion among educators and researchers. Shulman's pedagogical content knowledge stimulates much interest as well as response in the discourse. Many educators emphasize that it is most salient for primary and secondary teachers to master pedagogical content knowledge of school subjects. Hitherto, pedagogical content knowledge for various school subjects had been developed with different extent. The examples for the teaching of Chinese are found mostly in ways of academic and professional sharings. These sharings surely enhance the conceptualization of pedagogical content knowledge for frontline practitioners in the teaching of Chinese, yet fail to demonstrate with practice.

This paper inquires into Bruner's theory in teaching and its feasibility in the teaching of Chinese. The author uses the Concept Attainment Model as a focus of inquiry. This is followed by demonstrating a practice of the model in teaching a Chinese lesson in a primary classroom. With this effort, the author wishes to share experience, and raise further concerns for the development of pedagogical content knowledge in the teaching of Chinese in primary schools.

[Full text in Chinese. Please refer to the Chinese website of JQSE]

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