外语教师学科教学知识建构与专业发展

Construction on FLT Pedagogical Content Knowledge and Teacher Professional Development

"学科教学知识"(PCK)概念由舒尔曼率先提出,并得到不断深化和完善。教师的学科教学知识是教师的学科知识、教育理论知识、实践知识和教学策略知识等知识的整合和有机"融合",最具可教性。学科教学知识的形成与发展是一个动态过程,是教师在教学实践中并与教学情景互动自主建构,对教师专业发展起着不可替代的作用。要建构和完善学科教学知识,外语教师必须转变教育观念,加强教育理论学习,创建教师学习共同体,采取有效措施,最终实现教师的专业发展。从学科教学知识的角度探讨教师的专业发展具有十分重要的现实意义。

＂PCK＂（Pedagogical Content Knowledge） has been further studied and improved since Shulman first explained the notion of PCK. PCK is the integration and organic integration of subject matter knowledge, educational theory knowledge, practical knowledge, teaching strategy knowledge and so on, and it is most teachable. The formation and development of PCK is dynamic, and it is teachers＇ self construction in teaching practice in interaction with environmental contexts. PCK is very essential to teacher professional development. Foreign language teachers have to change educational concept, strengthen the learning of educational theory, establish faculty learning communities, and take effective measures in order to construct and improve PCK, and thus to realize teacher professional development. It has very important practical significance to explore teacher professional development from the perspectives of PCK.