作　　者： ; ; (李秀玲）;

机构地区： 东北师范大学

出　　处： 《外国教育研究》 2013年第6期59-68,共10页

摘　　要： 自舒尔曼指出教师教育中的"缺失"范式并提出学科教学知识这一概念后,学科教学知识的研究得到了广泛关注。学者们对学科教学知识内涵的理解主要有三种方式:基于舒尔曼概念的修订、将学科知识及其他教师知识成分包含其中、基于新理论视角。对国外有关学科教学知识内涵的梳理,有助于在今后的相关研究中把握学科教学知识内涵的核心本质,从而选取恰当方法开展本土化的研究探索,进而应用学科教学知识理论框架来理解与发展教师的专业知识。 PCK has been widely paid much attention to since Shulman found out the missing paradigm in teacher education and invited PCK in this area. According to the study of PCK＇s nature,three models are employed by the scholars to understand it, which are models based on Shulman＇s proposals,models based on research evidence that include SMK within PCK, models of PCK drawing on new theoretical perspectives. The literature review on PCK＇s nature could contribute to grasp the core idea within the complexities in the further research,select the appropriate research methods to do the local exploration. Meanwhile, PCK theory model is a good framework to understand and develop teachers＂ professional knowledge.

关 键 词： 学科教学知识 内涵研究 教师专业发展 教师知识

领　　域： [文化科学] [文化科学] [文化科学]