摘要
发展学科教学知识是教师实现专业化发展的有效路径,职前语文教师学科教学知识发展有其特定内涵,是职前语文教师把特定的学科知识内容在特定的教学情境下向特定的学生呈现和阐释的知识,是职前教师主体建构、个体动态生成的知识。其发展分为三个阶段:课程学习,初步理解教材,掌握语文学科知识,形成教学基本技能;教育实习,初步理解学生,形成教学的表征知识;完成教育毕业论文写作,初步理解课程,形成教学的研究意识。
The development of the Pedagogical Content Knowledge （hereinafter PCK） is an effective means of professionalizing the faculties. The cultivation of the pre-occupation Chinese teachers＇ PCK is loaded with particular connotations： It refers to the process in which the pre-occupation Chinese teachers impart the particular discipline knowledge to particular students in particular teaching contexts. Besides, in the process, the knowledge is con- structed by the pre-occupation teacher, while it is formed in the individually dynamic process. The development can be divided into three stages： the first stage including learning curriculum, having a general understanding of the teaching materials, mastering the discipline knowledge and forming the rudimentary techniques; the second stage includes participating internship, having a general understanding of students and forming representative knowledge ; the third stage includes the accomplishment of thesis, having a genera understanding of curriculum and forming the consciousness of teaching research.
出处
《辽宁医学院学报（社会科学版）》
2012年第1期68-70,共3页
Journal of Liaoning Medical College:Social Science Edition
基金
渤海大学2009年教学改革立项A类课题"教师教育的观念更新与高师语文教师职前教育教学模式改革研究"的研究成果
关键词
职前语文教师
学科教学知识
发展
pre-occupation Chinese teachers, pedagogical content knowledge, development
