学科教学知识转化对教师教学之底蕴与实践

The Study of Transformation of Pedagogical Content Knowledge to the Implication and Practice of Teacher Instruction

本文主要目的在运用Shulman的学科教学知识转化理论,探讨教师学科教学知识转化的相关问题与发展。首先,分析Shulman的学科教学知识转化及相关课程实施转化理论;其次,以Freire的批判教育学观点,探讨教师学科教学知识的生成、发展、选择与重组的解放过程;最后,理解学科内容知识“pedagogical content knowledge”走向学科内容理解“pedagogical content knowing”之底蕴,引导教师思索、了解与重建其学科教学知识过去、现在与未来的发展,使教师学科教学知识转化的实践,更具合理性与实践性。

The study was to inquire the problems and development of teachers’ teaching from the PCK theory of Shulman L. First, the transformation theories of curriculum and the perspective of Pedagogical Content Knowledge of Shulman Lee are analyzed. Second, the production, development, choices and reconstruction of the PCK using the Critical Pedagogy of Paulo Freire are explored. Finally, we understand the meaning from the pedagogical content knowledge to pedagogical content knowing and lead teachers to think, comprehend and reconstruct the possibility of the PCK from the past to now and future, which makes the practice of transformation of Pedagogical Content Knowledge more reasonable and practicable.