国外科学教学取向及其与PCK的关系研究综述  

Review of Overseas Research on Science Teaching Orientation and Its Relationship with PCK

作　　者：张柔柔 刘瑞[1] ZHANG Rou-Rou;LIU Rui(College of Chemistry and Materials Science,Sichuan Normal University,Chengdu 610066,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

出　　处：《化学教育(中英文)》2025年第7期112-121,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)。

摘　　要：科学教学取向(STO)是学科教学知识(PCK)相关研究中的重要概念,对教师专业知识发展和课堂教学实践都起着关键的作用。通过梳理STO概念发展的脉络,厘清STO的概念框架。在此基础上主要围绕3个主题展开综述:从专业知识的角度,分析了STO与PCK之间的相互作用及对2者发展的影响;从课堂教学的角度,探讨了STO与教学实践之间的关系,阐明了教学实践与STO不一致的原因;从专业发展的角度,明晰了STO的影响因素和发展策略。本研究对我国STO的相关研究及科学教师专业发展提供了有益的启示。Science Teaching Orientation(STO)is an important concept within research related to pedagogical content knowledge(PCK),which plays a key role in both the development of teachers'professional knowledge and classroom practice.The conceptual framework of STO is clarified by sorting out the lineage of STO conceptual development.On this basis,the review mainly focuses on three themes:from the perspective of professional knowledge,the interaction between STO and PCK and the impact on the development of both are analyzed;From the perspective of classroom teaching,the relationship between STO and teaching practice is explored,and the reasons for the inconsistency between teaching practice and STO are elucidated;And from the perspective of professional development,the influencing factors and developmental strategies of STO are clarified.The research review provides useful insights into the research in the field of STO and the professional development of science teachers in China.

关 键 词：学科教学知识 科学教学取向 专业知识 课堂教学 专业发展 

分 类 号：G633.98[文化科学—教育学]