教育科学 ›› 2019, Vol. 35 ›› Issue (2): 40-45.

• 教师教育研究 • 上一篇    下一篇

教师学科教学知识生成的内在机制*

金心红1,2, 徐学福1   

  1. 1.西南大学 教育学部, 重庆 北碚 400715
    2.福建师范大学 教育学院, 福建 福州 350117
  • 收稿日期:2019-01-10 出版日期:2019-03-15 发布日期:2021-06-30
  • 作者简介:金心红(1986- ),女,四川广安人,西南大学教育学部博士,福建师范大学教育学院讲师,硕士生导师,主要从事课程与教学论研究;|徐学福(1964- ),男,湖北随州人,西南大学教育学部教授,博士生导师,主要从事课程与教学论研究。
  • 基金资助:
    *中央高校基本科研业务费专项资金资助项目“教师教学知识的发展机制研究”(SWU1609204)

The Generation Mechanism of Teacher’s Pedagogical Content Knowledge

Jin Xinhong1,2, Xu Xuefu1   

  1. 1. Faculty of Education, Southwest University, Chongqing 400715, China
    2. School of Education, Fujian Normal University, Fuzhou 350117, China
  • Received:2019-01-10 Online:2019-03-15 Published:2021-06-30

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摘要：

教师学科教学知识生成的内在机制包括核心机制、外围机制和动力机制三个基本部分。核心机制揭示教师如何实现从学科内容知识到学科教学知识的转化。这是一个多重嵌套的交互循环机制,其中包括学科内容知识与学科教学知识之间的转化、学科内容知识与学科教学知识的内部循环、学科内容知识循环与学科教学知识循环的联动循环等多重逻辑。外围机制揭示学科教学知识如何适切于具体的教学事理系统。教学场域中的时间、空间、人、行为、信息、意义等因素要求学科教学知识的生成应“物合事理”。动力机制揭示学科教学知识生成的动力系统。选择动力、持存动力、变革动力是学科教学知识生成的三种基本动力,三者的协同作用推动学科教学知识的有效生成。

关键词: 学科教学知识, 知识进化, 学科内容知识, 一般教学法知识, 教学事理系统

Abstract:

The mechanism of pedagogical content knowledge generation includes three basic parts: core mechanism, peripheral mechanism and dynamic mechanism. The core mechanism reveals how teachers transform subject matter content knowledge to pedagogical content knowledge. This is a multi-interactive circulation mechanism, which includes the transformation between subject matter content knowledge and pedagogical content knowledge, the internal circulations of subject matter content knowledge and pedagogical content knowledge, and circulation between subject matter content knowledge circulation and pedagogical content knowledge circulation. The periphery mechanism reveals how pedagogical content knowledge is appropriate to the teaching system. Time, space, people, behavior, information and meaning in teaching field require the generation of pedagogical content knowledge should fit to the teaching logical system. The dynamic mechanism reveals the dynamic system of pedagogical content knowledge. Choice dynamic, persistence dynamic and change dynamic are the three basic motivations for pedagogical content knowledge. The synergy of the three motivations promotes the effective generation of pedagogical content knowledge.

Key words: pedagogical content knowledge, knowledge involution, subject matter content knowledge, pedagogical knowledge, teaching logical system

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