学科教学知识建构模式研究——基于小学数学教师的课堂观察

The Research on the Constructive Models of Pedagogical Content Knowledge Based on the Observation of Primary Mathematics Teachers

学科教学知识(PCK)是教师专业发展的核心,建立一个PCK建构模式续谱,有助于探究从新手教师向骨干教师的PCK演进之路。通过对A市两所小学八位数学教师进行课堂观察和访谈,发现教师PCK建构模式可以划分为整合模式、转化一整合模式、整合一转化模式和转化模式四种类型;PCK建构模式续谱与教师专业阶段有关。研究结果表明,应针对不同发展阶段教师PCK特征采取不同形式开展教师培训,教师教育课程应重视PCK的培养。

Pedagogical content knowledge is the core of the teachers'professional development. Building the continued spectrum of the constructive models of pedagogical content knowledge is helpful to explore the development of pedagogical content knowledge from novice teachers to backbone teachers. Through the classroom observation and interview of the 8 mathematics teachers from 2 primary schools of city A,the results showed there were 4 types of constructive models of pedagogical content knowledge,which were integrative model,transformative-integrative model,integrative-transformative model and transformative model.In addition,there were close relationships between the constructive models of pedagogical content knowledge and the phases of teachers'professional development.Therefore,the characteristics of various professional development phases of pedagogical content knowledge should be considered while training teachers.Training of pedagogical content knowledge should be paid much attention to in teacher education curriculum.