中小学教师PCK发展策略  

The PCK Development Strategies for the Elementary and Secondary School Teachers

作　　者：李斌辉[1] 

机构地区：[1]湛江师范学院人文学院,湛江524048

出　　处：《教育发展研究》2011年第6期47-52,共6页Research in Educational Development

基　　金：广东省教育科学"十一五"规划课题"广东省基础教育系统名教师研究"(2009tjk011)的阶段性成果

摘　　要：学科教学知识(PCK)被认为是教师知识的核心,对教师的专业发展具有重要意义。中小学教师应通过立足教学实践,进行日常化经验反思,建设共同学习体,加强专业活动和交流,开展博而精的专业阅读,主动建构PCK。教师培训机构应增强培训的学科性,改进教师培训的内容和方法。PCK, known as Pedagogical Content Knowledge, is the core knowledge of teachers, and it is important in the teachers＂ professional development. The elementary and secondary school teachers should construct PCK initiatively by focusing on teaching practice, daily reflecting on their experience, establishing their learning community, improving professional activity and communication, conducting professional reading intensively and extensively. The Teachers Training Institution should strengthen the academic quality of training and improve what and how they train.

关 键 词：PCK 中小学教师 教师专业发展 

分 类 号：G635.1[文化科学—教育学]