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学科教学知识(PCK)概念由美国斯坦福大学教授舒尔曼提出。PCK是教师职业所特有教师教育知识,是教师在教学实践中将学科知识、课程知识、学生知识、教学知识和教学情境知识等多种知识经过重组、整合而建构的综合性知识,它最能区分高成效教师与低成效教师的差别。通过“大气压强”课堂教学实录的对比研究,分析专家型教师和初任教师“学科教学知识”水平的差异性,为初任教师PCK的建构提供了实践路径。
The concept of Discipline Teaching Knowledge (PCK) was proposed by Schulman, a professor at Stanford University in the United States. PCK is a teacher’s education knowledge that is special to the profession of a teacher. It is a comprehensive knowledge that teachers construct through reorganization and integration of subject knowledge, course knowledge, student knowledge, teaching knowledge and teaching situation knowledge in teaching practice. Differentiate the distinction between highly productive and less productive teachers. Through the comparative study of “Atmospheric Pressure” classroom teaching records, this paper analyzes the difference between expert teachers and newly appointed teachers “discipline teaching knowledge ”, which provides a practical path for the construction of the first teacher PCK.