英语教育硕士生PCK动态化的“三位一体”协同推进机制研究

The Cooperative Trinity Mechanism of PCK Dynamization for Master Degree Candidates in TEFL

PCK是英语教育硕士生未来从事英语教学和研究的基础性知识,存在静态化和动态化两种形态。推进英语教育硕士生PCK形态由静态化转向动态化的关键在于构建一个集高校、地方政府和中小学"三位一体"的协同推进模式。在该模式中,高校外语学科要为英语教育硕士生PCK动态化传授系统的理论知识,地方政府要为英语教育硕士生PCK动态化做好高校与中小学协同培养的协调工作,中小学外语学科要为英语教育硕士生PCK动态化提供实践平台。高校、地方政府和中小学只有权责分明、优势互补、合作共赢,才能有效推进英语教育硕士生PCK系统化建构和有效性应用。

PCK （pedagogical content knowledge） , dynamic and static, is the foundation for Master Degree candidates in TEFL to be engaged in future English education and research. The key of transforming PCK from static mode into dynamic mode is constructing a co- operative trinity mechanism in which colleges, local governments, primary and secondary schools have their respective roles to play： TEFL programs in colleges are the consolidators of the postgraduate students＇ theoretical basis ; local governments are the coordinators between colleges and primary and secondary schools; English subjects teaching in primary and secondary schools are the practice plat- forms. With a clear division of right and responsibility and on the basis of complementary advantages and win-win cooperation, the three will promote the systematic construction and efficient application of PCK.