学科教学知识新突破:教学策略“U-S”双向共创机理

New Breakthrough of Pedagogical Content Knowledge:The“University-Primary and Secondary School”Mechanism of Teaching Strategies

教学策略由学科知识、教学知识、学生心理引导和教学监控等条件性知识以及教师教学经验、反思、行为习惯等组成,具有理论与实践一体化特征。其中知识部分属于学科教学知识(PCK)范畴,具有情境性和多种知识融合的特征。学科教学知识的“特殊整合”,不仅需要相应的学科知识和教学知识,还需要情境性教学经验。然而,中小学教师有经验缺理论、高校教师有理论没经验的问题普遍存在,形成教学策略与教学行为之间双向转化的瓶颈。为此,大学和中小学教师需要以外部利益驱动构建协同共创平台,在相同教学旨趣吸引下组成优势互补的研发团队,形成突破教学策略转化瓶颈的分层赋能与共创机制。“大学―中小学”(“U-S”)协同共创,应注重从教学策略理论知识传授到教师教学行为转变、从学习名师经验及其教学策略创新到新教学策略文本形成的转化与共创过程,形成特色鲜明的学科教学策略知识,将其以陈述性、程序性、策略性知识形式融入师范生实训教学,进而实现对现有学科教学知识的新突破。只有构建“U-S”共同体,协同实现教学策略的“理—实”双向共创,才能赋予教学策略以“内容、形式和旨趣”三个维度的理论和实践生命力,才能发挥双方优势,形成规模更大的教学策略创新平台。

Teaching strategies are composed of subject knowledge and teaching knowledge,conditional knowledge such as students psychological guidance and teaching monitoring,as well as teachers teaching experience,reflection,and behavioral habits.The knowledge part belongs to the category of Pedagogical Content Knowledge(PCK),which has the characteristics of situational and multi-knowledge fusion.The“special integration”of subject teaching knowledge requires not only corresponding subject knowledge and teaching knowledge,but also situational teaching experience.However,the problem is that primary and secondary school teachers have experience but need theoretic knowledge,and college teachers have theories but no experience,thus forming a bottleneck in the two-way transformation between teaching strategies and teaching behaviors.To this end,universities and primary and secondary schools need to build collaborative co-creation platforms driven by external interests,form R&D teams with complementary advantages attracted by the same teaching interests,and form a layered transformation and co-creation mechanism that breaks through the bottleneck of teaching strategy creation.The collaborative co-creation of universities and primary and secondary schools(“U-S”)should focus on the transformation and co-creation process from the transfer of theoretical knowledge of teaching strategies to the transformation of teachers teaching behavior,from the learning of famous teachers experience and teaching strategy innovation to the formation of new teaching strategy texts,forming distinctive subject teaching strategy knowledge,and integrating it into the practical training of normal students in the form of declarative,procedural and strategic knowledge,so as to achieve new breakthroughs in the existing subject teaching knowledge.Only by building a“U-S”community and realizing the two-way co-creation of“reason-practice”teaching strategies can we endow teaching strategies with theoretical and practical vitality in the three dimensions of“content,form and purpose”,and can the advantages of both sides be brought into play and a larger scale can be formed.