摘要
20世纪80年代以来,人们开始注意到教师知识特有的专业性,美国学者舒尔曼在1986年首次提出了"学科教学知识"(PCK)这一概念。学界对学科教学知识的研究大致经历了三个阶段,第一阶段以20世纪80年代教师知识的专业化转向为特征,第二阶段以20世纪90年代学科教学知识的动态提升为特征,第三阶段以20世纪末至今的多元化、学科化研究为特征。结合当前我国职前教师教育的实然困境,我们应当以教育理念的师范性、学科内容的专业性、教学途径的实践性为突破口,构建实践型的职前教师教育,帮助师范生尽快生成学科教学知识。
Since the 1980s,people has begun to pay attention to the speciality of teachers＇ knowledge,and Shulman proposed pedagogical content knowledge （PCK） in 1986. The study on the PCK has experienced three stages. The first stage is characterized by professional swerve of teacher knowledge in the 1980s. The second stage is characterized by dynamic exaltation of PCK in the 1990s. The third stage can be characterized by diversity and disciplined from the end of 20th century. When combining with the problems of pre-service teacher education in China, we should make the educability of education concept,the speciality of subject content and the practicality of teaching approach as a breach,and then construct practiced-based normal education, so we can help student teachers generate PCK as soon as possible.
出处
《外国教育研究》
CSSCI
北大核心
2010年第10期68-73,共6页
Studies in Foreign Education
关键词
学科教学知识
教师
职前教师教育
pedagogical content knowledge
teacher
pre-service teacher education
