使用理论视角下教师PCK的理解与建构

Understanding and Construction of Teachers’ PCK from the Perspective of “Theory-in-use”

使用理论为教师在教学过程中理解和重构自己的PCK提供了独特的跨学科视角,教师的学科教学知识中关于基本教育理念、教师对学科内容本身、教学情境及学生的知识等多种内容会引发教师对教学过程的构想和预设,形成教学过程主导变量的价值恒定域。当教师发现自己的教学结果和预设不一致的时候,单纯从行动策略上加以调整是不够的,教师应当从更高的价值观层面去寻找原因,找到自己真正信奉的教育理念。使用理论可以帮助教师看清实践中困难产生的原因并找到对策,但教师是否具有足够的反思能力是提高学科教学知识水平更为重要的因素。

Theory-in-use provides a unique interdisciplinary perspective for teachers to understand and reconstruct their PCK(Pedagogical Content Knowledge)in the teaching process.The teachers’PCK includes basic education concepts,pedagogical knowledge,teaching situations,students’knowledge and so on,which causes the teachers’conception and presupposition,forming the constant value domain of the dominant variable in the teaching process.When the teaching results are found to be inconsistent with the presuppositions,it is necessary for teachers to look for the reasons from a higher level of values and find out the education believes they really trust instead of only considering the adjustment of action.Theory-in-use can help teachers resolve questions and find out the appropriate strategies.However,it is more important for teachers to cultivate their reflective abilities to improve their PCK.