职前教师学科教学知识的认知:困境、原因与改进策略  

Pre-service Teachers'Cognition of Subject Teaching Knowledge:Dilemmas,Reasons and Strategies

作　　者：郭学君 林林 李娜 GUO Xuejun;LIN Lin;LI Na(College of Teacher Education,Ningbo University,Ningbo 315211,China;International Cultural Exchange School,Shanghai University of Finance and Economics,Shanghai 200433,China;School of Mathematics and Statistics,Central China Normal University,Wuhan 430079,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211 [2]上海财经大学国际文化交流学院,上海200433 [3]华中师范大学数学与统计学学院,湖北武汉430079

出　　处：《教师教育学报》2025年第1期20-27,共8页Journal of Teacher Education

基　　金：宁波市社科基地项目“教育硕士研究生的学科知识认知与教学实践关系的质性研究”(JD6-345),项目负责人:郭学君。

摘　　要：职前教师学科教学知识的认知包括学科知识认知与教学实践两个层面。研究基于9位职前教师的27次反思报告,运用质性研究方法,通过分析职前教师对学科知识的诠释、重组、呈现,探究职前教师学科知识认知与教学实践之间的关系,并阐释职前教师学科教学知识的认知困境与原因。研究发现,如果职前教师未能意识到学科知识的独立性和专业性,则很难恰当地将学科知识融入教学实践,以致教学实践中存在学科知识欠缺的现象。故教师培养者应补充相关的学科知识,以帮助职前教师形成合理、整体、全面的学科教学知识;职前教师应深化、重组学科知识认知,调整审视教学内容的视角并在教学实践中恰当地呈现学科知识。Pre-service teachers'cognition of subject teaching knowledge consists of teachers'cognition of subject knowledge and teaching practice.Based on 27 reflection reports from 9 pre-service teachers,this study applies the qualitative research method to analyze their interpretation,restructuring,and presentation of subject knowledge,with the purpose of investigating the relation between teachers'cognition of subject knowledge and teaching practice,as well as the cognitive dilemma of pre-service teachers'subject teaching knowledge and its reason.It was found that if pre-service teachers fail to recognize the independence and professionalism of subject knowledge,it would be difficult for them to appropriately incorporate subject knowledge into teaching practice,which would result in the deficiency of subject knowledge in teaching practice.Therefore,the teacher educators should supplement relevant subject knowledge to help pre-service teachers form a rational,holistic,and comprehensive understanding of the subject teaching knowledge,while pre-service teachers should deepen and reorganize their cognition of the subject knowledge,adjust the perspectives of examining teaching content,and appropriately present subject knowledge in teaching practice.

关 键 词：职前教师 学科教学知识 学科知识认知 教学实践 反思报告 

分 类 号：G451[文化科学—教育学]