论PCK视阈下的教师专业发展  

On the Professional Development of Teachers from the PCK Angle

作　　者：徐源[1] 

机构地区：[1]金华职业技术学院,浙江金华321007

出　　处：《金华职业技术学院学报》2017年第3期1-6,共6页Journal of Jinhua Polytechnic

基　　金：2015年度浙江省教育科学规划课题"基于‘职前职后融合’的专业社会服务能力提升研究"(2015CG069);2015年度浙江省教育厅教师教育科研项目"走校:实践取向的小学教育专业人才培养模式改革"(20151027154954518)

摘　　要：学科教学知识(PCK)是教师专业知识的核心,对教师专业发展起着重要的作用。PCK具有动态整合性、个体实践性和情境建构性特征,影响着教师对学科内容的有效转化,教和学的有效性。教师专业发展中PCK的建构可以从以下几个方面来实践:职前职后融合,发展教师的学科素养;实践与反思结合,促进学科素养与教学基础知识的融合;搭建多元平台,促进教师学科教学知识的综合提升。Pedagogical content knowledge （PCK） is the core of teachers＇professional knowledge. It plays an important role in the teachers＇ professional development. It has the characteristics of dynamic integration, individual practicality and situational constructive. The Pedagogical content knowledge affects the teachers＇ effective transformation of subject matter and the effectiveness of teaching and learning. The construction of teachers＇ professional development in the teachers＇ professional development should be conducted from the following aspects： pre-service and post-service integration to develop teachers＇ subject attainment, combining practice with reflection to promote the fusion of subject attainment and basic knowledge of teaching, building a multi-platform to promote the comprehensive improvement of teachers＇ Pedagogical content knowledge.

关 键 词：PCK 学科教学知识 教学基础知识 教师专业 发展 

分 类 号：G451.2[文化科学—教育学]