摘要
理科教师的职业发展一直是科学教育领域的一个重要议题。自从上世纪80年代末沙尔曼(L.Shulman)提出"教学内容知识"以来,许多科学教育研究者已经对其性质和建构要素进行了大量的研究。"教学内容知识"与学科知识、教学知识以及背景知识之间的相互关系已经引起了广泛的关注。作为理科教师知识基础的一个重要组成部分,"教学内容知识"也为我们思考理科教师培养模式提供了新的视角。
出处
《全球教育展望》
CSSCI
北大核心
2008年第5期65-69,共5页
Global Education
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