美国的教师教学知识研究——以MKT理论的发展为例被引量：5

Research on Teachers' Teaching Knowledge in USA——The Case of MKT Theory Development

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摘要教师教学知识是教师专业化程度的重要标志,本文以MKT理论的发展为例,介绍美国在教师教学知识方面的研究。本文分别从重视教师的学科内容知识、逐渐关注教师的教学内容知识、学科内容知识和教学内容知识并重、学科内容知识与教学内容知识的融合等4个阶段论述了MKT理论的发展过程。在说明该理论的影响后,指出教学知识结构的综合性和研究方法的科学性是美国教师教学知识研究的两个主要特点。 The teaching knowledge is an important symbol of teachers＇ specialization. This study introduces the research on teaching knowledge in USA using the case of MKT theory development. This paper introduces the development from four aspects, which are paying attention to teachers＇ subject matter knowledge （SMK）, noticing teachers＇ pedagogical content knowledge（PCK）, concerning both SMK and PCK, integrating SMK and PCK. After introducing the influence of the theory,this paper points out that comprehensive understanding of teachers＇ knowledge structure and scientific research methods are two main characteristics of teachers＇ teaching knowledge research in USA.

作者黄友初

机构地区温州大学数学与信息科学学院

出处《比较教育研究》 CSSCI 北大核心 2015年第4期83-89,共7页 International and Comparative Education

基金 2014年度教育部人文社科项目"数学师范生教学知识发展研究"(项目编号:14YJC880022)成果

关键词教学知识美国教师教育 MKT teaching knowledge USA teacher education MKT

分类号 G650 [文化科学—教育学]

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