学科教学知识再认识:越过踏破的藩篱--兼与曾文婕教授的商榷  

Re-understanding Pedagogical Content Knowledge:Across the Broken Fence--ADiscussion with Professor Zeng Wenjie

作　　者：宋萑[1,2] 徐淼 SONG Huan;XU Miao(Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China;Academy of Plateau Science and Sustainability,People’s Governmemt of Qinghai province&Beijing Normal University,Xining,Qinghai 810008,China)

机构地区：[1]北京师范大学教师教育研究中心,北京100875 [2]青海省人民政府-北京师范大学高原科学与可持续发展研究院,青海西宁810008

出　　处：《湖南师范大学教育科学学报》2021年第5期18-24,共7页Journal of Educational Science of Hunan Normal University

基　　金：国家自然科学基金资助面上项目“如何提升教师培养质量:教师教育项目对师范生专业学习及其从教表现的影响效应与机制研究”[71974016];北京师范大学教育学部国际联合研究项目“师范生如何成长为好老师:U-G-S协同育人机制下师范生学习历程与成效研究”[ICER201905];北京市社会科学基金重点项目“我国在线教师教育体系建设研究”[20JYA001]。

摘　　要：《从课目教学知识到课目学习知识--教师专业知识发展的新方向》一文认为,教师专业知识研究视角应从“教学视角”拓展到“学习视角”,为凸显对“学生有效学习”的关怀,应在学科教学知识(Pedagogical Content Knowledge,PCK)的基础之上增加一个新概念:课目学习知识(Learnable Content Knowledge,LCK)。这对于我国基础教育实践和研究中长期关注“教”而不关注“学”的问题犹如当头棒喝。但是,从学习角度出发,PCK本身已是一个统合学科知识、教学法知识、关于学生与学习的知识的综合概念,无论是其原始内涵还是成分都在一定程度上关注到了学生学习。因而,LCK提出的必要性有待商榷,且PCK的本质以及知识论立场需再重申:(1)基于学与教二元统一进行知识建构;(2)蕴于融通转化支持决策进行知识运用;(3)嵌套于经验共同体进行知识管理。教育学领域需越过过多争论或更新概念的藩篱,持续做好专业知识的研究和持续证据积累迭代,以促成教师成为更具深思性的决策者。The paper From Pedagogical Content Knowledge to Learnable Content Knowledge:A New Orientation of Teachers’Professional Knowledge Development holds that the research perspective of teachers’professional knowledge should be expanded from“teaching perspective”to“learning perspective”.For emphasizing the concern for students’effective learning,we should add a new concept,learnable content knowledge(LCK),on the basis of pedagogical content knowledge(PCK).This is a sharp warning for the long-term attention to“teaching”rather than“learning”in the practice and research of basic education in China.However,from the perspective of learning,PCK itself is a comprehensive concept that integrates subject knowledge,pedagogical knowledge and knowledge about students and learning.No matter its original connotation or composition,it pays attention to students’learning to a certain extent.So there’s no need to renew the LCK concept.Meanwhile,the essence of PCK and the position of epistemology are as follows:(1)constructing knowledge based on the unity of learning and teaching;(2)applying knowledge within the transformation of various knowledge and pedagogical decision-making;(3)managing and sharing knowledge in the learning and practical community.In the field of pedagogy,it is necessary to transcend the fence of too many debates or updating concepts,continue to do a good job in the research of professional knowledge and the accumulation and iteration of evidence,so as to make teachers become more thoughtful decision makers。

关 键 词：学科教学知识 科目学习知识 教学合一 

分 类 号：G451.6[文化科学—教育学]