边境民族地区小学教师PCK水平发展现状及其纾解路径——基于广西C市的调查

PCK Level of Primary School Teachers in Border Minority Areas and Its Relief Path:Base on the Investigation of C City in Guangxi

学科教学知识是教师将自身的专业学科知识和教学知识结合,转化为有教学功能的知识。本研究通过调查广西边境民族地区C市407名小学教师,发现边境民族地区小学教师的学科知识水平较低、小学教师的PCK水平城乡差距过大、任教学科与所学专业不一致的小学教师PCK水平明显偏低等问题。针对这些问题,边境民族地区需要通过专人指导、定向培养、精准培训等路径来提升小学教师的PCK水平。

Pedagogical Content Knowledge(PCK for short)is the combination of teachers’own professional subject knowledge and teaching knowledge to transform the knowledge into teaching function.Through the investigation of 407 primary school teachers in ethnic minority areas of C,a border city in Guangxi,it is found that primary school teachers in border minority areas have a low level of subject knowledge,the gap of PCK level between urban and rural areas is too large,and teachers whose teaching disciplines are inconsistent with their major have a significantly low level of PCK.We should take special guidance,orientation training,precise training and other paths to improve PCK level of primary school teachers in border minority areas.