学科教育专业化:知识基础和行动路径
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摘要
拥有一门学科知识和从事一项专业工作是学科教师作为专业人员的前提,而学科教育知识是支撑学科教师作为专业人员和学科教育作为专业工作的知识基础。学科教育知识是对所教学科知识进行"教育学转化"和"生本化表达"后形成的,以发挥学科知识育人功能为目的一种新的学科知识形态。加强教育目的的持续引领,加深对学科知识的深刻理解,推动对学生个性化解读和整体性把握,促进教学内容、教学工具和教学模式的整合,综合考虑学习情境的设计,是建构学科教育知识的有效路径。
A subject-specific teacher serves as a professional based on subject-specific knowledge in the professional work,but the fundamental knowledge is knowledge of subject-specific education,which is acquired on the basis of the "educational transformation" and "student-based expression" of subject-specific knowledge for the purpose of cultivating talents through subject-specific knowledge. The effective ways to construct knowledge of subject-specific education involve strengthening the continuous guidance of educational goals, deepening the in-depth understanding of subject-specific knowledge,promoting the individualized interpretation and overall understanding of students,improving the integration of the teaching content,teaching tools and teaching models,and comprehensively considering the designing of learning situations.
A subject-specific teacher serves as a professional based on subject-specific knowledge in the professional work,but the fundamental knowledge is knowledge of subject-specific education,which is acquired on the basis of the "educational transformation" and "student-based expression" of subject-specific knowledge for the purpose of cultivating talents through subject-specific knowledge. The effective ways to construct knowledge of subject-specific education involve strengthening the continuous guidance of educational goals, deepening the in-depth understanding of subject-specific knowledge,promoting the individualized interpretation and overall understanding of students,improving the integration of the teaching content,teaching tools and teaching models,and comprehensively considering the designing of learning situations.
引文
[1]Lee S.Shulman.Knowledge and Teaching:Foundations of the New Reform.Harvard Educational Review.?(1).
[2]方均斌.克服“两种病态情结”,推动学科教学论建设[J].中国教育学刊,2014,(4).
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[4]郭玉英.中外比较与反思:谈学科教育研究的基础和发展方向[J].课程·教材·教法,2007,(1).
[5]Dahlberg,Ingetraut.Domin Interaction:Theory and Practice[J].Advances in Knowledge Organization,1994,(4).
[6]朱丽·汤普森·克莱恩.跨越边界--知识、学科、学科互涉[M].南京:南京大学出版社,2005.52.
[7]姜美玲.教师实践性知识研究[M].上海:华东师范大学出版社,2008,113.
[8]Deborah Loewenberg Ball,(et al).Content Knowledge for Teaching:What Make it Special?[J].Journal of Teacher Education,2008,(5).
[9]舒尔曼.实践智慧:论教学、学习与学会教学[M].上海:华东师范大学出版社,2014,(155).
[10]张天明.如何看待新课程改革中学科教育的“科学性”[J].教育研究与实验,2014,(4).
[11]李伟胜.学科教学知识(PCK)的核心内涵辨析[J].西南大学学报(社会科学版),2012,(1).
[12]Punya Mishra,Matthew J.Koehler.Technological Pedagogical Content Knowledge:A Framework for Teacher Knowledge[J].Teachers College Record,2006,(5).
[13]赵萍.美国教师知识合法化进程研究[M].北京:北京师范大学出版社,2017,(55).
[2]方均斌.克服“两种病态情结”,推动学科教学论建设[J].中国教育学刊,2014,(4).
[3]Shulman,L.S.Those Who Understand Knowledge Growth in Teaching[J].Educational Researcher,1986,(2).
[4]郭玉英.中外比较与反思:谈学科教育研究的基础和发展方向[J].课程·教材·教法,2007,(1).
[5]Dahlberg,Ingetraut.Domin Interaction:Theory and Practice[J].Advances in Knowledge Organization,1994,(4).
[6]朱丽·汤普森·克莱恩.跨越边界--知识、学科、学科互涉[M].南京:南京大学出版社,2005.52.
[7]姜美玲.教师实践性知识研究[M].上海:华东师范大学出版社,2008,113.
[8]Deborah Loewenberg Ball,(et al).Content Knowledge for Teaching:What Make it Special?[J].Journal of Teacher Education,2008,(5).
[9]舒尔曼.实践智慧:论教学、学习与学会教学[M].上海:华东师范大学出版社,2014,(155).
[10]张天明.如何看待新课程改革中学科教育的“科学性”[J].教育研究与实验,2014,(4).
[11]李伟胜.学科教学知识(PCK)的核心内涵辨析[J].西南大学学报(社会科学版),2012,(1).
[12]Punya Mishra,Matthew J.Koehler.Technological Pedagogical Content Knowledge:A Framework for Teacher Knowledge[J].Teachers College Record,2006,(5).
[13]赵萍.美国教师知识合法化进程研究[M].北京:北京师范大学出版社,2017,(55).