学科教学知识建构模式研究——基于小学数学教师的课堂观察

被引：11

作者：

谷晓沛 ^{[1
,2
]}

马云鹏 ^{[1
]}

解书 ^{[1
]}

机构：

[1] 东北师范大学教育学部

[2] 鞍山师范学院教育科学与技术学院

来源：

课程教材.教法. | 2019年 / 39卷 / 01期

关键词：

学科教学知识; PCK建构模式; 小学数学教师; 教师专业发展;

D O I：

10.19877/j.cnki.kcjcjf.2019.01.018

中图分类号：

G623.5 [数学];

学科分类号：

04 ; 0401 ;

摘要：

学科教学知识(PCK)是教师专业发展的核心,建立一个PCK建构模式续谱,有助于探究从新手教师向骨干教师的PCK演进之路。通过对A市两所小学八位数学教师进行课堂观察和访谈,发现教师PCK建构模式可以划分为整合模式、转化一整合模式、整合一转化模式和转化模式四种类型;PCK建构模式续谱与教师专业阶段有关。研究结果表明,应针对不同发展阶段教师PCK特征采取不同形式开展教师培训,教师教育课程应重视PCK的培养。

引用

页码：112 / 117

页数：6

共 19 条

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