物理学科教学知识“大问题”的提出及其在教学上的意义

PUTTING FORWARD THE PEDAGOGICAL CONTENT KNOWLEDGE OF COLLEGE PHYSICS AND ITS SIGNIFICANCE IN TEACHING

早在20世纪80年代早期,美国斯坦福大学的舒尔曼(Lee S.Shulman)就提出了学科教学知识(pedagogical content knowledge,PCK)这个概念,并认为,它在教学中至关重要,代表了教师对学科知识的最深层次的理解,"是最能区分学科专家和教师的不同的一个知识领域"。以此为理论依据,物理学科中涉及物理学科知识的问题被称为物理教学的"小问题"(SMK),涉及物理学科教学知识(PCK)的问题被称为物理教学的"大问题"。本文从大学物理课程的基础课作用和地位、大学物理课出中渗透物理学思想方法教育、大学物理课程学科知识体系、大学物理课程与中学物理课程的衔接和提升等方面提出了大学物理学科教学知识"大问题"包括的主要内容,并论述了"大问题"的提出对于大学物理教学的意义。作为案例,本文最后还附上关于物理学科教学知识的三个"大问题"及其参考解答。

Early in 1980’s, the Pedagogical Content Knowledge(PCK) was introduced by Lee S. Shulman of the Stanford University. He believed that PCK is very important in teaching and represents the teacher’s deepest understanding of subject knowledge, which is "a best knowledge field that can distinguish the difference between a subject experts and a teacher". Based on this theory, the problems related to the Subject Matter Knowledge(SMK) of physics are called "small problems" and the problems related to PCK are called "big problems" in physics teaching. This paper puts forward the main contents of the "big problems" in the teaching of college physics from the following aspects: the role and position of the basic course of college physics, the education of physics thought and method permeated in the course of college physics, the subject knowledge system of college physics course, and the connection and promotion between college physics course and middle school physics course. Besides, the significance of putting forward the "big problem" to college physics teaching is discussed, and three "big problems" about physics teaching knowledge and their reference solutions are attached.