PCK概念发展中困惑与误解的澄清  

Clarification of Confusion and Misunderstanding in The Development of PCK Concept

作　　者：贺昆 He Kun(P.E department of Qiongtai Normal University,Haikou,571127.)

机构地区：[1]琼台师范学院体育学院,海口571127

出　　处：《教师教育论坛》2020年第11期13-18,22,共7页Teacher Education Forum

基　　金：国家社会科学基金一般项目“生态学视阈下体育教师教学知识(PE—PCK)的建构”(18BTY084);2018年度海南省哲学社会科学规划课题HNSK(YB)18-94。

摘　　要：PCK概念发展中遇到三个主要困惑:(1)是否可以整合内隐和外显两种含义;(2)是否可以描述PCK的基础知识在头脑中为了适应教学而相互作用的过程;(3)是否可以将PCK的影响因素和构成成分截然分开。一个主要误解:偏向于将PCK视为特定内容的教学知识,而非生成高质量教学内容的知识。建议基于舒尔曼提出PCK的初衷,应用其教学推理理论(Pedagogical Reasoning)结合实践教学知识理论来理解PCK。In the development of PCK concept,there are three main confusion:(1)whether it is possible to integrate implicit(psychological)and explicit(behavioral)meanings;(2)whether it is possible to describe the process in which the basic knowledge of PCK interacts with each other in the brain to adapt to teaching;(3)whether the influencing factors and components of PCK can be completely separated.A major misunderstanding is that PCK is treated as pedagogical knowledge for specific content,rather than knowledge that produce high-quality pedagogical content.It is suggested that based on the original intention of Shulman when he proposed PCK,the concept of PCK should be understood by combining the Pedagogical Reasoning Theory with Practical Teaching Knowledge Theory.

关 键 词：PCK 教学内容知识 学科教学知识 教师教育 教学推理 

分 类 号：G650[文化科学—教育学]