| 论小学科学教师PCK的内涵及其发展策略 |
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| 引用本文： | 范增,吴桂平. 论小学科学教师PCK的内涵及其发展策略[J]. 成都教育学院学报, 2014, 28(12): 35-38 |
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| 作者姓名： | 范增 吴桂平 |
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| 作者单位： | 湖南第一师范学院 湖南长沙410205 |
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| 基金项目： | 湖南第一师范学院2011年院级科研项目“小学科学教师学科教学知识(PCK)的案例研究”，2013年度湖南省高校创新平台开放基金项目“高等师范学科教学论与小学教育适切性研究”，2012年湖南省普通高等学校教学改革研究项目“科学教育专业人才培养模式改革研究” |
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| 摘 要： | 学科教学知识(PCK)是教师知识的核心,发展PCK是教师专业发展的重要途径。文章阐述小学科学教师PCK的内涵,即教师为适应不同能力和兴趣的小学生,在将特定科学知识转化为学生易于理解的课堂教学形式时所使用的知识,它由小学科学课程知识、学习者知识、教学策略知识和学习评价知识构成。小学科学教师PCK的发展策略主要有:根据PCK内涵进行反思;加强专业阅读,进一步学习科学知识和科学教育知识;在学习共同体成员的交流中建构PCK。
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| 关 键 词： | 小学科学教师 PCK 内涵 发展 |
The Connotation of Primary Science Teachers' PCK and Its Development Strategies |
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| FAN Zeng,WU Guiping. The Connotation of Primary Science Teachers' PCK and Its Development Strategies[J]. Journal of Chendu College of Education, 2014, 28(12): 35-38 |
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| Authors: | FAN Zeng WU Guiping |
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| Affiliation: | (Hunan First Normal University, Changsha, Hunan, 410205, China) |
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| Abstract: | PCK is the core of teacher knowledge,and developing PCK is an important way of teacher＇s professional development.This article elaborates the connotation of primary science teachers＇ PCK,which is the knowledge used by teachers when they transform specific subject content knowledge to comprehensible classroom teaching forms for the diverse interests and abilities of pupils,and is composed of the knowledge of primary science curriculum,pupils＇ understanding of science,teaching strategies and learning evaluation.The development strategies of primary science teachers＇ PCK include：reflection on the basis of the connotation of PCK;strengthening professional reading and learning scientific knowledge and knowledge of science education further;constructing PCK through communicating with others in learning community. |
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| Keywords: | primary science teachers PCK connotation development |
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