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PCK是教师的核心知识,也是促进学生发展的知识,关注学生的“学”是“教”的本质追求,也是“教”的核心观念。学科性质的知识、最有学习价值的知识和学生学习上有困难的知识都是最值得教的知识。教学的实质是充分利用教科书等课程资源,将特定学习内容进行“转化”加工,将学科知识“转化”成学生容易理解和接受的方式进行教学表征。以“氢氧化铝的两性”教学为例,从“教什么”、“怎么教”两方面探讨如何构建教师的PCK,实现师生的同步发展。
PCK is the core knowledge of teachers and is also the knowledge that promotes the development of students. Concerning the students’ “study” is the essential pursuit of “teaching,” it is also the core concept of “teaching.” The knowledge of the nature of the subject, the knowledge of the most valuable learning, and the knowledge of difficulties in student learning are the most worthwhile knowledge. The essence of teaching is to make full use of curriculum resources such as textbooks, transform “transform” processing of specific learning content, and convert Taking the teaching of “hydroxide aluminum hydroxide” as an example, we discuss how to construct a teacher’s PCK in terms of “what to teach” and “how to teach” to achieve the simultaneous development of teachers and students.