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20世纪80年代,美国教学研究专家舒尔曼首次提出学科教学知识(PCK)的概念。其通过论证认为:学科教学知识(PCK)最能区分学科专家与教学专家、高成效教师与低成效教师间的不同。这种学科教学知识(PCK)是教师特有的、影响教师专业成长的关键因素。研究发现,教师的PCK(学科教学知识)可以为教师的教学改进提供思路和框架。借鉴国内外研究成果,笔者认为:地理教师的PCK是对地理学科知识、学生知识、教学法知识和情境知识
In the 1980s, Schulman, an expert on teaching research in the United States, first proposed the concept of subject teaching knowledge (PCK). It argues that PCK distinguishes the difference between subject-matter experts and teaching specialists, and between highly productive and less-effective teachers. This discipline teaching knowledge (PCK) is a teacher-specific, a key factor affecting the professional growth of teachers. The study found that teacher’s PCK (subject teaching knowledge) can provide ideas and framework for teachers’ teaching improvement. Draw lessons from the research results at home and abroad, the author thinks: PCK geography teacher is geography subject knowledge, student knowledge, pedagogy and context knowledge