论学科教学知识视域下的教师教育课程整合

Integration of Teacher Education Curriculum in the Light of the Development of PCK

学科教学知识是教师独有的领域,是学科内容表征的最有用形式,也是最能区分学科专家与教学专家、高效与低效教师,体现教师专业性的一种知识。综合性是学科教学知识最突出的特征。目前教师教育课程的分裂状态并不利于职前教师生成学科教学知识。寻求最大意义的课程整合应是未来教师教育课程的发展趋势。为此,需要从同一类目下课程的整合、学科专业课程与教育专业课程的整合、理论课程与实践课程的整合、显性课程与隐性课程的整合等几方面将教师教育课程碎片化的知识整合起来,最终使教师教育成为学生构建学科教学知识的积极过程。

Pedagogy Content Knowledge(PCK)is the unique knowledge domain of teacher,which is the most useful form to show the contents of a discipline.It is a kind of knowledge that can best reflect a teacher’s professionalism,which can best differentiate the discipline expert and teaching expert,the high-efficiency teacher and low-efficiency teacher.The divided status of teacher education curriculum is not beneficial to the generation of PCK for pre-service teachers,and the concept of PCK suggests teacher education curriculum to seek integration to the maximum extent.To help preservice teachers to transform PCK,we can integrate curriculum with the following measures:to integrate curriculum in the same item;to integrate pedagogical curriculum to content curriculum;to integrate theory curriculum to practical curriculum;to integrate implicit curriculum to explicit curriculum.