教师学科教学思维:内涵、要素与运行逻辑  

Teachers' Pedagogical Content Thinking:Connotation,Element and Operational Logic

作　　者：郑志辉 Zheng Zhihui

机构地区：[1]衡阳师范学院教育科学学院,衡阳421002

出　　处：《课程.教材.教法》2025年第2期153-159,共7页Curriculum,Teaching Material and Method

基　　金：湖南省教育厅2024年度基础教育教学改革研究项目“新课标背景下校本教研赋能小学教师课程意识提升的机制与策略研究”(Y2024085)。

摘　　要：教师学科教学知识(PCK)研究为学科教学思维研究提供了新视角。循着教师PCK研究的困境,针对教师学科教学思维提出的背景和意义,提出了学科教学思维的概念,并在此基础上提出了教师学科教学思维的构成要素——教学理解、教学判断与教学决策。基于学科教学思维的构成要素,教师学科教学思维运行的理论逻辑可以理解为教学理解、教学判断、教学决策、教学行动依次递进的两轮运行过程,并以新手教师为例呈现了教师学科教学思维运行的个体表征。Research on teachers' pedagogical content knowledge(PCK) provides new perspective of research on pedagogical content thinking.Following the dilemma of PCK research,this article puts forward the concept of PKT targeting its background and significance and on this basis,puts forward its elements:teaching understanding,judgment and decision-making.Based on these elements,this article puts forward the theoretical logic of PKT which is two rounds of operation process of teaching understanding,judgment,decision-making and action in turn and takes novice teachers as example to present the individual representation of the operation of PKT.

关 键 词：学科教学思维 构成要素 运行逻辑 

分 类 号：G650[文化科学—教育学]