从课目教学知识到课目学习知识——教师专业知识发展的新方向

From Pedagogical Content Knowledge to Learnable Content Knowledge:A New Orientation of Teachers'Professional Knowledge Development

课目教学知识作为教师专业知识的关键组成部分,备受关注。课目教学知识主要是从“教”的视角关注“教师如何教”相应的课目知识。随着以学习为中心和为学而教等理念的彰显,需要从“学”的视角审视教师专业知识从课目教学知识向课目学习知识发展的新方向。由此,课目学习知识作为一种新的教师专业知识形态应运而生并得以凸显。课目学习知识是课目知识和学生学习知识的特殊“结晶”,主要包含关于学生理解的知识、关于学材开发的知识以及关于学生学习方式开发的知识三个层面。课目学习知识的建构,既为“校本教学研究”的深化提供了新思路,促使其走向“校本学习研究”,也为教师教育课程改革提供了新的切入点,有利于相应课程理念、内容、实施及评估的转型。通过校本学习研究创新和教师教育课程创新等路径,支持课目学习知识持续增长,有望使中小学课程与教学成为真正以学生学习为本的课程与教学。

Pedagogical content knowledge(PCK),which attracts much attention as the key to teachers'professional knowledge,focuses on how teachers"teach"their students content knowledge(CK).In response to the emerging concepts of learning-centeredness and teaching for learning,we need to attach importance to the new development of teachers'professional knowledge from PCK to learnable content knowledge(LCK)from the perspective of"learning."Thus,LCK has emerged as a new form of teachers'professional knowledge.As the special"crystallization"of CK and the knowledge about student learning,LCK mainly contains knowledge about students'understanding,knowledge about the development of learning materials,and knowledge about the development of student learning approaches.The construction of LCK provides a new idea for the in-depth research into school-based teaching,pushing it to the research into"school-based learning";LCK offers a new entry point to the reform of the teacher education curriculum,thus helping the transformation of the curriculum concept,content,implementation and evaluation.The innovative research into school-based learning,the innovation of the teacher education curriculum and other approaches help to support the continuous increase of LCK,and this is expected to promote the learning-based curriculum and teaching in elementary and secondary schools.