摘要
教师是从事教育教学活动的专业人员,其自身的专业发展必然以教师知识的习得与拓展为前提。学科教学知识(PCK)作为教师教学的知识基础,具有专业性、个体性、实践生成性、整合性和缄默性等特征,它在教师知识中居于统领性的核心地位。为了改变当前教师专业发展的实然困境,我们应当从学科教学知识的视角出发,构建实践型的师范教育,并通过职后培训的积极引导,帮助教师在反思建构中不断生成学科教学知识,获得专业成长和发展。
Teachers are professionals engaged in education and teaching activities,and the expanding and acquisition of teacher＇s knowledge is the premise of their own professional development.Pedagogical content knowledge（PCK） is the basic knowledge of teaching,which has the characters of expertness,individuality,practical generation,integration,mutism and so on.Futhermore,PCK has the core status in teacher＇s knowledge.In order to improve the current difficult reality of teacher＇s professional development,we should start from the view of PCK,construct practice-based normal education,and guide actively in post-occupation training.Only by that can we help teachers to generate PCK in their reflexive construction,and attain the goal of professional development in the end.
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2010年第5期172-177,共6页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
基金
东北师范大学教师教育研究基金项目课题(DSJSJY20090204)
关键词
学科教学知识
教师
专业发展
Pedagogical Content Knowledge
Teacher
Professional Development
