本文關鍵詞：學科教學知識:一個教師專業(yè)發(fā)展的新視角，，由筆耕文化傳播整理發(fā)布。

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教育理論與教育管理

初等教育

pedagogical content

     PCK is the abbreviation of "Pedagogical Content Knowledge",and is the most effective knowledge of teaching in teacher's knowledge category.

     PCK是學科教學知識(Pedagogical Content Knowledge)的簡稱,是教師知識范疇中使教學最有效的知識。

短句來源

     Teachers' pedagogical content knowledge(PCK) is a new focus of teacher research.

     教師學科教學知識(Pedagogical Content Knowledge)是教師研究的新焦點。

短句來源

     The Pedagogical Content Knowledge:The New Perspective of Teacher Professional Development

     學科教學知識:一個教師專業(yè)發(fā)展的新視角

短句來源

     The pedagogical content knowledge concept has brought an impact on theories and practices of teacher education.

     學科教學知識概念的提出,對教師教育的理論與實踐產(chǎn)生了重大影響。

短句來源

     The pedagogical content knowledge construction of mathematics teacher

     數(shù)學教師學科教學知識建構初探

短句來源

更多       

     Strategy for Pedagogical Content Knowledge Development of Junior Mathematics Teacher

     基于學校的數(shù)學教師數(shù)學教學內(nèi)容知識發(fā)展策略研究

短句來源

     Positive Study Two: Influence Factors of Pedagogical Knowledge of Physical Education Teachers in Middle Schools(1) The tendency of pedagogical knowledge, pedagogical content knowledge and pedagogical reflection knowledge of shorter teaching ages' physical education teachers in middle schools are significantly lower than those of longer teaching ages';

     (1) 在中學體育教師教學知識的總趨勢、教學內(nèi)容知識和教學反思知識兩個分維度上，一般是教齡較短的顯著低于教齡較長； 在教學策略知識、教學信念知識、教學評價知識三個維度上，11-15教齡組的中學體育教師呈現(xiàn)出下降的趨勢，尤其是教學信念知識和教學評價知識在這一教齡組最低。

短句來源

     Pedagogical Content knowledge —Namely the knowledge about the way of expressing the mathematics concept and the course;

     教學的內(nèi)容知識——即關于表達數(shù)學概念和過程的方式的知識;

短句來源

     in the C content

     同時發(fā)現(xiàn) VC 對 Ti(C,N)基金屬陶瓷的晶粒長大有非常強的抑制作用。

短句來源

     Its content is: I.

     主要內(nèi)容是:

短句來源

     The pedagogical content knowledge construction of mathematics teacher

     數(shù)學教師學科教學知識建構初探

短句來源

     Teacher's Pedagogical Content Knowledge:Nature,Feature and Structure

     教師學科教學知識:本質(zhì)、特征與結(jié)構

短句來源

     d) pedagogical suggestions.

     4.教學建議。

短句來源

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  pedagogical content

Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation.

The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals.

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Prof

We investigated three domains of teacher knowledge: Teachers' pedagogical content knowledge (PCK), subject-matter knowledge, and general pedagogical knowledge.

Factors within pedagogical content knowledge, ranked from most to least important, were science pedagogy, science activities, children's views of science, science content knowledge and investigating scientifically.

更多          

The pedagogical content knowledge concept has brought an impact on theories and practices of teacher education. This paper discusses the connotation,feature and construction of pedagogical content knowledge. Moreover,it analyses meaning of the pedagogical content knowledge for teacher professional development,and then puts forward some countermeasures for guiding reform of teacher education of our country with pedagogical content knowledge concept.

學科教學知識概念的提出,對教師教育的理論與實踐產(chǎn)生了重大影響。文章在探討了學科教學知識的內(nèi)涵、特征、建構等問題,并分析了學科教學知識對教師專業(yè)發(fā)展的意義的基礎上,進而提出以學科教學知識概念指導我國教師教育改革的若干對策。

This study proposes a professional profile for effective university EFL teachers, based on an essentially qualitative study of 213 such teachers from 30 universities across China. The proposed profile consists of four related dimensions: English language pedagogical content competence, view of the foreign language teaching profession and professional ethics, view of foreign language teaching and learning, and view of language teacher learning and development. The nature of the profile and relations between...

This study proposes a professional profile for effective university EFL teachers, based on an essentially qualitative study of 213 such teachers from 30 universities across China. The proposed profile consists of four related dimensions: English language pedagogical content competence, view of the foreign language teaching profession and professional ethics, view of foreign language teaching and learning, and view of language teacher learning and development. The nature of the profile and relations between its four components are discussed.

本研究對我國3 0所高校2 1 3名優(yōu)秀英語教師進行了調(diào)查,旨在回答兩個問題:1 )他們的專業(yè)素質(zhì)框架和內(nèi)涵是什么?2 )他們怎樣成長為教學效果好、深受學生喜愛的教師?本文基于調(diào)查結(jié)果構建了我國高校優(yōu)秀英語教師的專業(yè)素質(zhì)框架,闡釋了其內(nèi)涵。該框架由四個維度組成:外語學科教學能力、外語教師職業(yè)觀和職業(yè)道德、外語教學觀、外語教師學習與發(fā)展觀。文章討論了四個維度的內(nèi)涵及其相互關系。

Findings from a nation-wide survey among teachers of English at tertiary level reveal an urgent need for development among university teachers of English in China. However a discrepancy has been found between the perceived needs for development among teachers and the actual needs for effective teaching in the classroom. Teachers are identified with the learning-oriented teaching beliefs and a significant correlation has been found between the learning-oriented belief and the larning-oriented approaches. However,...

Findings from a nation-wide survey among teachers of English at tertiary level reveal an urgent need for development among university teachers of English in China. However a discrepancy has been found between the perceived needs for development among teachers and the actual needs for effective teaching in the classroom. Teachers are identified with the learning-oriented teaching beliefs and a significant correlation has been found between the learning-oriented belief and the larning-oriented approaches. However, the study finds little correlation between teachers beliefs and their classroom activities. The author believes that a lack of pedagogical content knowledge and language learning theory components in our teacher eduction curriculum may have well contributed to the discrepancy between teachers beliefs and their classroom behavior.

全國高校英語教師發(fā)展需求的調(diào)查顯示,高校英語教師有迫切的自我發(fā)展需求,但在教師對發(fā)展的自覺需求和外語課堂的實際需求之間存在差異。教師普遍認同以學為本的教育理念,該理念與以學為本的教學方法之間雖然具有統(tǒng)計意義上的相關性,但是教師的課堂實踐活動與他們所認同的理念及方法之間沒有發(fā)現(xiàn)顯著相關。教師理念和課堂行為之間的差距,與我國傳統(tǒng)外語教師教育課程設置中缺乏學科教學知識和語言學習理論有密切的關系。

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  本文關鍵詞：學科教學知識:一個教師專業(yè)發(fā)展的新視角，由筆耕文化傳播整理發(fā)布。