摘要
学科教学知识（PCK）是促进教师专业发展的核心知识，是否掌握PCK是区分新手教师和专家型教师的分水岭。研究者运用内容分析法、访谈法、观察法等对幼儿园新手教师与专家型教师有关科学领域PCK的掌握情况进行了比较，发现两者PCK掌握情况的差异不仅体现在成分与数量方面，更体现在整合与转化能力方面。研究者建议以“全实践”理论为指导，改革教师职前教育课程设置，鼓励教师在教学实践中建构PCK，并通过积极反思提升自身的PcK水平。
Pedagogical content knowledge （PCK） is the core issue of teachers＇ professional development as well as the watershed of teacher and academic expert. Adopting content analysis, observation and interviews, this study explores the difference of PCK of science between novice teachers and expert teachers. Results show that differences are mainly reflected in two aspects： the number of PCK components, and the ability of PCK polymerization and transformation. Based on the results of the study, it is suggested that the theory of Whole Practice should be adopted to reform the curriculum for preschool teacher education; teachers should be encouraged to construct their PCK through their own teaching practice; and improve their PCK by actively reflecting their own teaching.
出处
《幼儿教育（教育科学）》
2013年第7期49-53,共5页
Early Childhood Education(Educational Sciences)
