教师学科教学知识测评研究的进展与启示

Progress and Enlightenment of Research on Assessment of Teachers' Pedagogical Content Knowledge

学科教学知识(PCK)作为影响教师专业能力发展的重要因素,一直受到国内外教育研究者的广泛关注,然而由于PCK本身所具有的复杂性、内在性和缄默性,使得教师PCK测评研究困难重重。舒尔曼等研究者新近提出了教师专业知识与技能共识模型,明确了PCK测评研究的进展方向,包括:PCK测评研究的学科内容情境应具体到主题层面,研究应注意明确研究目的和研究对象,研究内容不仅包括知识、也包括实践技能,研究需关注教师个人存在诸多影响PCK发展的增效/减效因素,研究还需纳入学生视角。新近PCK测评研究的方法与工具从基于教师共同体PCK、基于教师个人PCK知识理解、基于教师PCK课堂实践三个研究层面展开,由此得到对我国教师研究的启示:构建教师共同体PCK资源库是沉淀本土名师教学经验的有效途径,对于教师PCK的测评应该包括知识理解和实践运用两个方面,高质量的PCK研究需要专业团队进行科学严谨的设计和实施。

Pedagogical content knowledge(PCK),as an important factor affecting the development of teachers’ professional abilities,has been widely concerned by international educational researchers. However,due to PCK is complex,inherent and tacit,assessing PCK is difficult. Through the interpretation of the consensus model recently proposed by researchers such as Shulman,the development direction of PCK assessment research is clarified,including the content context of PCK assessment research should be specific to the topic level,and research should pay more attention to research aims and objects. The research content includes not only knowledge but also practical skills. The research needs to notice the existence of teacher amplifiers and filters,and the students’ perspective should be integrated into. The methods and tools of the recent PCK assessment research were developed from three research levels: community PCK,knowledge understanding of personal PCK and classroom practice. Then the enlightenment for teacher research in our country is obtained,which contains:building a teacher community PCK resource database is an effective way to precipitate the teaching experience of local excellent teachers,the PCK assessment should include knowledge understanding and practical application,high-quality PCK research requires scientific and rigorous design and implementation by professional teams.