教师PCK内涵和模型的研究进展  

Advances in Teachers' PCK Connotation and Models Research

作　　者：陈冬丽[1] 张颖之[1] Chen Dongli Zhang Yingzhi(College of Life Science, Capital Normal University, Beijing 10048)

机构地区：[1]首都师范大学生命科学学院,北京100048

出　　处：《首都师范大学学报（自然科学版）》2016年第6期59-66,共8页Journal of Capital Normal University：Natural Science Edition

基　　金：北京市教委青年英才计划(043155306700/027);首都师范大学教学研究项目(032145330300/191)

摘　　要：教师PCK(Pedagogical Content Knowledge)即教师学科教学知识是教师专业发展的重要指标,是影响教师教学的重要因素,近20年来,在国内外受到了广泛的研究.本文试图以时间顺序为主线来分析PCK内涵和模型的发展.内涵相关研究的分析表明:目前对PCK内涵的定义尚无统一界定,但其核心内容一直没有变,即PCK是教师面对具体学科内容主题时所特有的将学科知识转化为学生易于理解的教学形式的知识.模型相关研究的分析表明:PCK成分"由少到多";核心成分是"学科内容知识"、"有关教学策略的知识"和"有关学生理解的知识";研究顺序依次为"PCK各成分的简单介绍""单个成分对PCK整体的影响""单个成分对单个成分的影响""各个成分的整合";研究方法"由定性向定量"转变.Teachers＇ PCK （Pedagogical Content Knowledge ） is an important indicator of teachers＇ professional development, and is an important factor of teaching. In the past 20 years, it has been widely studied at home and abroad. This paper attempts to analyze the chronological development of teachers＇ PCK content and model. The analysis of PCK connotation shows that the current definition of PCK meaning has no unified conclusion, but its core content has not changed. PCK is the knowledge when facing discipline-specific content topics, teachersconvert the discipline knowledge into easily understood form of teaching students. In the model related research, the analysis shows ： PCK ingredients are from less to more, core components of PCK are ＂subject content knowledge knowledge of teaching strategies＂ and ＂ knowledge about the students＇ understanding＂, the order of related research is ＂A brief introduction of each component of PCK Effects of individual components on the overall PCK＂ ＂Effects of individual components on a single component Integration of the various components＂, model research methods change from qualitative to quantitative.

关 键 词：PCK内涵 PCK模型 PCK成分 

分 类 号：G451[文化科学—教育学]