作　　者： ;

机构地区： 华南师范大学

出　　处： 《当代教师教育》 2015年第4期65-71,共7页

摘　　要： Pedagogical content knowledge（PCK）自1985年舒尔曼正式提出以来,经过多年的研究与开发,已被公认为是教学与教师教育领域的核心概念。国内很多人都使用译名＂学科教学知识＂,但是其中的＂学科＂和＂教学＂内涵过于狭窄,前者未能涵括＂content＂所泛指的学校教育中的＂学科＂和＂活动＂内容,后者未能表达＂pedagogical＂的＂教育学的＂涵括面。斟酌而将其译为＂课目教育学知识＂较为贴切。课目教育学知识实质上是课目知识的一种特殊形式,即教育学化了的课目知识,奠基了教学作为专业的认识论。它已经形成了二因素结构模型、三因素结构模型、五因素结构模型和六因素结构模型,而凸显了生成性。它启动了教师教育重建,整合了学习环境设计、学生先在概念的实证研究、课目知识分析、教师课目教育学知识研究和教师教育设计五大维度,并使这些维度紧密相连且相互影响,从而表现出超越性。 The term pedagogical content knowledge（ PCK） was coined by Shulman in 1985 and now has become a key motion in domain of teaching and teacher education. It has been translated in Chinese as＂学科教学知识＂,which means equally English ＂teachable subject knowledge ＂. We argue that PCK should be translated into Chinese ＂课目教育学知识＂. PCK belongs to the content knowledge,but the particular form of content knowledge that embodies the aspect of content most germane its teachability and learnability. PCK is so generative that researchers have built the 2-factor model,the 3-factor model,and the 5-factor model as well as 6-factor model respectively for it and that practitioners begin the reconstruction of teacher education,which refers to five dimensions,namely,learning environment design,empirical study of learner ＇s pre-conception,analysis of content knowledge,teacher ＇s PCK study（ PCK-S）,and teacher education design,and their connection and interaction.

关 键 词： 教学 教师教育 课目知识 课目教育学知识

分 类 号： [G420]

领　　域： []