职前英语教师学科教学知识及其养成途径探究——以浙江师范大学英本《教育体验》课程为例  

A Study on Pre-service English Teachers'Pedagogical Content Knowledge and Its Growing Approaches:——Taking English Majors'Course of Education Experience of ZNU for Example

作　　者：郑志恋[1] 叶志雄[1] 

机构地区：[1]浙江师范大学外国语学院,浙江金华321004

出　　处：《教师教育研究》2013年第1期65-69,共5页Teacher Education Research

基　　金：2009-2012年浙江省新世纪高等教育教学改革项目(Yb09016)阶段性成果

摘　　要：随着教师认知与教师知识研究的不断深入,教师获取学科教学知识(PCK)途径被认为是教师教育的重要内容。本文以本校创设的《教育体验》课程为实践基础,以Grossman为培养教学实践能力而提出的三个核心概念等为理论基础,提出了体现任务型、探究型与动态型的养成PCKg的"3DT"模式:单元教学设计(Desig-ning)、课堂观摩描述(Describing)、精彩片段分解(Decomposing)、体验反思提升(Theorizing)。实践证明该模式能促进职前教师PCKg的养成。With the rapid development of research into teacher cognition and teacher knowledge, how to obtain pedagogical content knowledge （PCK） has become an important issue in the field of teacher education. Based on the practice of Educa- tion Experience in their university and Grossman＇ s three concepts of cultivating teaching ability, the authors put forward ＂3DT＂ Model： Designing, Describing, Decomposing, and Theorizing. It is proved that the model is effective for pre-serv- ice teachers to grow PCKg.

关 键 词：职前英语教师 学科教学知识 3DT模式 

分 类 号：G420[文化科学—课程与教学论]