回归PCK概念的本原:职前化学教师PCK观念研究  

Returning to the Original Ideas of PCK: Study of Pre-Service ChemistryTeachers’ Conceptions of PCK

作　　者：刘瑞[1] 潘晓娟 王丽丽[1] 王明为 LIU Rui;PAN Xiao-Juan;WANG Li-Li;WANG Ming-Wei(College of Chemistry and Materials Science,Sichuan Normal University,Chengdu 610066,China;Golden Apple Jincheng NO.1 Secondary School,Chengdu 610213,China)

机构地区：[1]四川师范大学化学与材料科学学院,四川成都610066 [2]成都金苹果锦城第一中学,四川成都610213

出　　处：《化学教育（中英文）》2024年第8期63-72,共10页Chinese Journal of Chemical Education

基　　金：中国教育学会教育科研专项重点课题(21HX2815001ZA);四川师范大学“虚拟教研室”建设项目(XJ20211234)。

摘　　要：PCK是教师教育领域内的重要概念。本研究在不预设理论框架的前提下,从Shulman提出的PCK原始概念出发,设计访谈问题,调查职前化学教师的PCK观念,通过扎根理论质性编码,尝试构建我国职前化学教师的PCK模型。研究发现,职前化学教师的PCK包括10个组分,分为主题专属PCK和一般性PCK。我国职前化学教师的PCK模型与国际上传统PCK模型既有一致性又有差异性;职前化学教师最关注的组分是教学策略知识和学生特点,对评价知识、资源知识、教师情感等组分较少提及。PCK is an important concept in the field of teacher education.Based on the original ideas of PCK proposed by Shulman,this study designed interview protocols,investigated the pre-service chemistry teachers’conceptions of PCK,and tried to build a PCK model of pre-service chemistry teachers in China by taking grounded theory coding.The study found that the PCK of pre-service chemistry teachers included 10 components,which were divided into the topic-specific PCK and the general PCK.There were some similarities as well as differences between the PCK model of pre-service chemistry teachers in China and the international PCK models.In addition,pre-service chemistry teachers paid most attention to knowledge of instructional strategies and students’characteristics,but seldom mentioned knowledge of assessment,knowledge of resources and teachers’affect.

关 键 词：职前化学教师 PCK模型 主题专属PCK 一般性PCK 

分 类 号：O6-4[理学—化学] G652[文化科学—教育学]