小学科学专家型教师和新手型教师PCK比较的个案研究

A Comparative Case Study of PCK Application by Expert and Novice Primary Science Teachers

通过观察、访谈、收集实物的方式,调查了同课异构活动中一位专家型教师(任老师)和一位新手型教师(小王)在执教小学科学六年级《小苏打和白醋的变化》时所使用的学科教学知识(即PCK)。研究发现,与小王相比,任老师的PCK更加丰富、合理。具体表现为,任老师能更好地把握课程的内容与结构,更了解儿童科学学习的心理,教学策略更加有效,对科学学习的评价更有利于学生的科学素养的发展。

Through observation, interview and objects collecting, the author investigates an expert teacher＇s PCK （Mr. Ren＇s PCK） and a novice teacher＇s PCK （Mr. Wang＇s PCK） used in primary science lesson ＂The Change of Baking Soda and White Vinegar＂ in the sixth grade. The study found that, compared with Mr. Wang, Mr. Ren＇s PCK are richer and more reasonable. For specific performance, Mr. Ren can better grasp the content and structure of the course, and know more about children＇s psychology of learning science. Mr. Ren＇s teaching strategies are more effective, and his evaluation of science learning can promote the development of students＇ scientific literacy better.