职前教师学科教学知识发展的理论与实践路径  

Theoretical and Practical Way of Developing Pre-service Teachers' PCK

作　　者：梁永平[1] 

机构地区：[1]运城学院,山西运城044000

出　　处：《课程．教材．教法》2013年第1期106-112,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)研究成果之一

摘　　要：学科教学知识是教师专业知识的核心知识领域,对于教师专业能力的发展起着至关重要的作用。学科知识是学科教学知识发展的首要条件。学科教学知识是教师自主地将学科知识和教学知识通过一定方式转化而建构的。教师的角色意识是实现这一转化的重要影响因素。职前教师的学科教学知识发展应该以核心教学知识为基本任务。学科教学知识发展的实践路径主要有:以学科教学论为关键课程发展学科教学知识,通过教学见习获得学科教学知识,通过真实情境下的教学实习建构学科教学知识。PCK is the core field of teachers＇ professional knowledge. It plays an important role in developing teachers＇ professional ability. Subject matter knowledge is a prerequisite. Teachers＇ PCK is transformed and constructed from subject matter knowledge and general pedagogical knowledge. Teachers＇ role awareness is an important factor of the transform. Main tasks of pre-service teachers＇ PCK development should be developing PCK at the core. The following practical ways to develop pre-service teachers＇ PCK are proposed： developing their PCK in subject didactics curriculum, which is the key curriculum of pre-service teachers＇ PCK development, learning PCK through teaching probation and constructing PCK through teaching practice in real situation.

关 键 词：职前教师 学科教学知识 专业能力 发展路径 

分 类 号：G65[文化科学—教育学]