教师教学知识的分离与统整  

Separation and Integration of Teachers’ Pedagogical Knowledge

作　　者：李永婷 徐文彬[2] LI Yongting;XU Wenbin(College of Education,Linyi University,Linyi 276000;Institute of Curriculum and Teaching,Nanjing Normal University,Nanjing 210097)

机构地区：[1]临沂大学教育学院,276000 [2]南京师范大学课程与教学研究所,210097

出　　处：《教育研究与实验》2022年第2期83-89,共7页Educational Research and Experiment

基　　金：2019年度教育部人文社会科学青年基金“动态知识观视野下学科教学认知(PCKg)的统整研究:机制创新与路径实现”(19YJC880047);2021年临沂大学《课程与教学论》“课程思政”示范课程(K2021SZ036)的研究成果。

摘　　要：自舒尔曼提出PCK(学科教学知识)的概念以来,教育界对于教学知识的探讨就从未停歇。当代知识观经历了从传统的静态知识观向动态知识观的转变。本研究采用自编问卷,对来自全国各地2357名教师进行了调查,结果发现:当前中小学教师教学知识普遍存在分离的情况。在本体维度,主要体现为人为性的割裂;在认识维度,主要体现为认知性的局限;在方法维度,主要体现为工具性的错位。这种静态知识观下教学知识所呈现的分离状态极其不利于学生核心素养的培养,而其分离的症结则在于未形成动态知识观下的知识结构。因此,从优化教学系统方面来看,建构动态知识观下统整教学知识的“基于单元知识结构的整体教学”就显得势在必行。Since Schulman proposed the concept of PCK(pedagogical content knowledge), the education community has been discussing the pedagogical knowledge. The contemporary view of knowledge has also undergone a transition from the traditional static view of knowledge to the dynamic view of knowledge. A self-compiled questionnaire survey on the status quo of pedagogical knowledge of primary and secondary school teachers was used to survey 2,357 teachers from all over the country. The study found that there is a general separation of pedagogical knowledge at present. On the ontological dimension, it is mainly reflected in the artificial separation;on the epistemological dimension, it is mainly reflected in the cognitive limitations;on the methodological dimension, it is mainly reflected in the instrumental dislocation. The separation of pedagogical knowledge under this static view of knowledge is extremely unfavorable to the cultivation of Chinese students’ development of core literacy, and the crux of its separation lies in the failure to develop knowledge structure under the dynamic view of knowledge. Therefore, from the perspective of optimizing the teaching system, it is imperative to construct a “holistic teaching based on unit knowledge structure” that integrates pedagogical knowledge under the dynamic view of knowledge.

关 键 词：静态知识观 动态知识观 教学知识的分离 教学知识的统整 基于单元知识结构的整体教学 

分 类 号：G420[文化科学—课程与教学论]