PCK视域下体育教师职后教育实效性提升策略研究

Promotion Strategy of the Effectiveness of PE Teacher's Post-service Education in the View of PCK

学科教学知识(PCK)是教师专业发展的核心,深入了解PCK的特点,有助于我们以此为理论依据提高体育教师职后教育的实效性。采用文献资料法,对PCK的理论发展史进行了梳理,分析了PCK的特性,进而在此基础上,探讨了提高体育教师职后教育实效性的策略。研究认为:学界对教师知识的认识经历了"学科本位"论到"学科知识+教学知识"双元结构论再到PCK的转变;作为学科知识的可教形式,PCK具有构成要素的多元性、知识内容的融合性、服务教学的学科性、生成途径的情境性、存在方式的缄默性等特点;为更好地服务于体育教师PCK的形成与完善:要以"实践导向""学科导向""参与导向"重建体育教师职后教育的"学院模式",要通过开展"以学为中心的课例研究"、建立"协同学习共同体"、推动"积极综合性教学反思"完善体育教师职后教育的"校本模式"。

Pedagogical content knowledge（ PCK） is the core of teachers＇ professional development,and looking into PCK can help us optimize the post-career education of PE teachers by this theoretical basis. Using the literature review method,the study generalizes the theory development history of PCK,analyzes the characteristics of PCK,and discusses the strategies to improve the effectiveness of PE teacher＇s post-service education. The study finds that academic understanding on teachers＇ knowledge has experienced changes that are from ＂discipline standard＂to the dual structure of＂knowledge and teaching knowledge＂,and then to PCK. As a form of discipline knowledge could be taught,PCK has many features,such as the diversity of elements,the integration of knowledge contents,the disciplinarity of serving teaching,the situationality of generation path,and the tacitness of existence. In order to better serve the generation and perfection of PE teachers＇ PCK,firstly,we should reconstruct the ＂college mode＂of PE teacher＇s post-service education by insisting on＂practical direction＂,＂subject direction＂and＂participation direction＂,and secondly,we should improve the ＂school based-mode＂by carrying out ＂learning-centered lesson study＂,establishing ＂teacher synergistic learning community＂and promoting ＂actively integrated teaching reflection＂.