PCK视域下职前体育教师“关于学生的知识”发展状况、特征与来源

The Development status,Characteristics and Sources of the Pre-service PE Teachers’“Knowledge about Students”under PCK Perspective

“关于学生的知识”是学科教学知识(PCK)的重要知识维度。采用混合研究“三角互证”策略,分别借鉴教师领域PCK的测量工具——“视频—问卷调查法”与“备课法”对两所学校的300多名职前体育教师展开PCK测量,运用SPSS19.0与Nvivo8.0等软件进行统计分析,对职前体育教师PCK中“关于学生的知识”这一维度知识的发展状况、特征与来源等给予了考察,为体育领域教师PCK问题的进一步探讨提供参考,为高师院校课程教学改革提供研究视角与依据。结果表明:(1)职前体育教师PCK中“关于学生的知识”这一维度知识的发展状况不容乐观。绝大部分职前体育教师PCK中“关于学生的知识”处于“笼统或有限理解PCK构成要素”水平。(2)职前体育教师“关于学生的知识”的发展呈现出由“想象的人”到“真实的人”,以及“非线性发展”的特征。(3)职前体育教师PCK中“关于学生的知识”来源多元,但理论课与术科教学在发展该维度知识上效果不明显。基于职前体育教师PCK的发展,提出了“变集中实习为分段实习”,以及“教师教育课程宜多采用‘案例教学法’”等两条教育建议。

“Knowledge about students”is an important knowledge dimension of pedagogical content knowledge(PCK).This research adopts a mixed research“triangular mutual certificate”strategy,and draws on the PCK measurement tools of the teacher field-“the questionnaire survey based on video”and“lecture preparation method”to carry out PCK measurement on more than 300 pre-service physical education teachers in two schools..SPSS19.0 and Nvivo8.0 are used for statistical analysis.The development status,characteristics,and sources of knowledge about the dimension of“knowledge about students”in PCK for preemployment physical education teachers are investigated.It provides reference for further discussion of PCK of PE teachers,and provides perspectives and basis for curriculum reform in normal colleges.The result shows that the development of“the students’knowledge”of pre-service PE teachers’PCK is not optimistic,which is at the level of“general or limited understanding of the constituent elements of PCK”.The development of pre-service PE teachers’“knowledge about students”shows the characteristics from“imagined people”to“real people”and“non-linear development”Different grades of PE teachers show“imaginary understanding”and“deduction”in the“knowledge of students”.There are multiple sources of“knowledge about students”of pre-service PE teachers’PCK,but the theoretical and practical teaching is not effective in developing the knowledge of this dimension.Based on this,two suggestions about developing pre-service PE teachers’PCK are put forward.The first is to change the intensive internships practice model to segmented internships,and the second is that the teacher education course should adopt“case teaching method”.