摘要
学科教学知识是教师专业核心知识,影响着教师的专业能力发展。幼儿教师科学领域学科教学知识的核心要素,包括关于教学内容的知识、关于教育对象的知识、关于教学方法的知识三个方面。科学领域以科学探究为基本活动方式,结合领域的特殊性对科学领域的学科教学知识进行了详细阐述。科学领域学科教学知识在实践的过程中进行转化,且具有个性化的特点。科学领域学科教学知识的转化需要经过发现、选择、准备、设计、支持和引导、观察与评估六个步骤。最后根据科学领域学科教学知识的构成和转化对幼儿园教师的职前培养提出了具体建议。
Pedagogical content knowledge (PCK) is the core knowledge of teaching profession, which influences the development of preschool teachers' professional competence. The core elements of preschool teachers' pedagogical content knowledge in scientific field lie in three aspects including knowledge about teaching content, knowledge about teaching objects, and knowledge about teaching methods. Scientific inquiry is taken as the basic mode of activities in scientific filed, and PCK in scientific field is expounded in detail with the combination of the particularity of this field. PCK in scientific field is transformed in the process of practice, which has the characteristics of personalization. The transformation of PCK in scientific field needs six steps including discovery, selection, preparation, design, support and guidance, and observation and evaluation. Finally, suggestions on preschool teachers' pre-service cultivation are put forward based on the formation of PCK in scientific field and its transformation.
作者
谭赟赟
TAN Yunyun(School of Education, Hanjiang Normal University, Shiyan, Hubei 442000, China)
出处
《成都师范学院学报》
2019年第4期80-84,共5页
Journal of Chengdu Normal University
基金
汉江师范学院2016年度科研项目"幼儿教师PCK培养的理论与实践创新研究"(2016B16)
关键词
学前教育
幼儿教师
科学领域
学科教学知识(PCK)
preschool education
preschool teachers
scientific field
pedagogical content knowledge
