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1986年Shulman提出了教师学科教学知识(Pedagogical Content Knowledge),即教师个人教学经验、学科内容知识和教育学的特殊整合。PCK被认为是教师最有用的知识,是教师区别于学科专家的根本特征。本研究通过对高校英语教师PCK调查,对比分析了不同层次,不同教龄的教师在课堂教学中使用了PCK的哪些成分;这些不同成分对教学的影响机制是什么,进而提出了大学英语教师PCK发展对策。
In 1986, Shulman proposed Pedagogical Content Knowledge, which is a special integration of teacher’s personal teaching experience, subject content knowledge and pedagogy. PCK is considered to be the most useful knowledge of teachers and is the fundamental characteristic of teachers from disciplines. In this study, PCK survey of English teachers in colleges and universities, comparative analysis of different levels, different teaching age teachers in the classroom using PCK what components; different components of the teaching mechanism is what, and then put forward the development of college English teacher PCK Countermeasures.