论化学教师的PCK结构及其建构  

Study on the Structure of Chemistry Teachers’ PCK and Its Constructing

作　　者：梁永平[1] 

机构地区：[1]山西运城学院化学系

出　　处：《课程．教材．教法》2012年第6期113-119,共7页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究项目(08JA880042);山西省软科学研究计划项目(2011041064-1);山西省教育科学“十二五”规划课题(GH-11094)

摘　　要：教师专业发展的核心问题就是发展他们的PCK。化学教师的PCK主要包括基于化学科学理解的化学学科知识、关于学生理解化学的知识、关于化学课程的知识和化学特定课题的教学策略及表征的知识。教师的PCK是在实践中建构和发展的。PCK的发展是一个非线性的、螺旋发展的动态的过程。化学教师PCK建构的基本策略是：形成促进PCK发展的教学思维方式，提升对化学科学的理解水平，关注学生对于化学的理解，发展化学课程知识，提高整合转化能力，多渠道丰富PCK资源库。The key problem of teachers＇ professional development is to develop their pedagogical content knowledge （PCK）. Chemistry Teachers＇ PCK mainly includes chemistry subject matter knowledge for understanding of chemistry science, the knowledge about students＇ understanding of chemistry, the knowledge about chemistry curriculum, and the knowledge about teaching strategies and representation of specific topi~ Teachers＇ PCK is constructed and developed based on practice. The development of teachers＇ PCK is a non-consecutive and spiral dynamic process. The following strategies for teachers constructing their PCK are proposed： （1） Forming the teaching thinking mode that can help teachers develop their FI2K. （2） Promoting their understanding of chemistry science. （3） Focusing on students＇ understanding of chemistry. （4） Developing their knowledge about chemistry currieulun~ （5） Enhancing their ability for integrating and transforming （6） Enriching their FCK through various sources.

关 键 词：化学教师 PCK 建构 

分 类 号：G622[文化科学—教育学]