专业教学知识:职业教育教师专业性的知识论基础  

Professional Pedagogical Knowledge(PPK):The Epistemological Foundation of Teacher's Professionalism in Vocational Education

作　　者：李政 汤霓 LI Zheng;TANG Ni(East China Normal University,Shanghai 200062,China;Ministry of Education,Beijing 100029,China)

机构地区：[1]华东师范大学教育学部,上海200062 [2]中华人民共和国教育部职业教育发展中心,北京100029

出　　处：《江苏高职教育》2024年第1期15-24,共10页Jiangsu Higher Vocational Education

基　　金：2020年度上海市浦江计划资助课题“美国大学技术学位体系研究”(编号:2020PJC033);全国教育科学“十三五”规划2018年度教育部青年课题“职业教育第三方评估中利益主体的角色与行为机制研究”(编号:EJA180471)。

摘　　要：“双师型”教师这一概念在奠定职教教师专业性基础、塑造职教教师类型化特征中存在局限性。借助学科教学知识(PCK)这一分析视角和工具,提出了确立职业教育教师专业特征与类型地位的新概念——专业教学知识(PPK)。基于专业教学知识的视角,为了更好地促进职教教师专业教学知识的生成,职教教师的职前培养应注重不同领域知识的“壁垒跨越”与“知识共创”,在岗进修应强调教师主动式学习并建立教学诊断机制。展望未来,政策逻辑应着力于促进教师专业教学知识的生成,并进一步深化专业教学的知识结构及其在不同专业群中的表征研究。The concept of"double⁃qualified teachers"has limitations in laying the foundation for the professionalism of vocational education teachers and shaping their typological characteristics.With the help of the analytical perspective and tool of pedagogical content knowledge(PCK),a new concept of professional pedagogical knowledge(PPK)is proposed to establish the professional characteristics and type status of vocational education teachers.In order to better promote the generation of PPK of vocational education teachers,the pre⁃service training should focus on the"barrier crossing"and"knowledge co⁃creation"of knowledge in different fields,the on⁃the⁃job training should emphasize the internal active learning and ex⁃ternal teaching diagnosis mechanism,the formulation and implementation of vocational education teachers'policies should fully consider the generation of PPK,and future research can focus on the PPK structure and its representation in different professional groups.

关 键 词：专业教学知识 职教教师 专业性 知识论 PCK 

分 类 号：G715[文化科学—职业技术教育学]