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PCK是学科教学知识(Pedagogical Content Knowledge)的简称,根据PCK的概念,舒尔曼引入了教学推理这一概念。舒尔曼的教学推理与行为的简要模型包括六个环节:理解、转化、教学、评价、反思和新理解(姜艳丽,2013)。本文就以新教师的课堂任务为观察点,结合舒尔曼的推理模型,从教师任务的设计——理解和转化,任务的实施——教学,任务推进中教师的课堂表现———评价及应变三个方面来分析新入职教师的PCK。
PCK is the abbreviation of Pedagogical Content Knowledge. According to the concept of PCK, Schulman introduced the concept of pedagogical reasoning. Shulman’s brief model of teaching reasoning and behavior includes six aspects: understanding, transformation, teaching, evaluation, reflection and new understanding (Jiang, 2013). In this paper, the new teachers’ classroom tasks as the observation point, combined with Schulman’s reasoning model, from the teacher’s task design - understanding and transformation, the implementation of the task - teaching, task promotion teacher’s classroom performance --- evaluation and Strain changes in three areas to analyze the new PCK teachers.