期刊论文

Transformation of Pedagogical Content Knowledge:Connotation,Process and Path

中文

比较教育学报

2096-7810

2019

3

69-75

10.3969/j.issn.1007-8495.2019.03.009

本校为第一机构

学科知识与教育学知识在教育实践中相互作用转化为学科教学知识(PCK),在这个过程中,教师所理解的知识转化为学生可理解、可学的知识。转化的最终目的是通过教师的教学把学科知识转化成学生个体的知识,学生个体知识生成是具有相对独立性的知识生成过程,PCK为学生的个体知识生成提供条件。在终身学习和建立学习型社会以及教育的信息化、智能化不断发展的时代背景下,教师PCK转化的路径也应该适应新时代背景的变化而发生改变:教师要构建'立体化'的学科知识体系,从源头上厘清PCK的方向;积极地寻求'开放式'转化协同体,以促进PCK更高效、更高水平的转化。

The interaction between subject knowledge and pedagogical knowledge in educational practice is transformed into pedagogical content knowledge (PCK), and in this process, the knowledge that teachers understand translates into what students can understand and learn. The ultimate aim of transformation is to transform public subject knowledge into the individual knowledge of students through teachers ' teaching. The generation of students ' individual knowledge is a relatively independent process, but PCK provides conditions for individual knowledge generation. Under the background of lifelong lea...