| 初中数学教师学科教学知识形成的个案研究简 |
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| 引用本文： | 张怀明.初中数学教师学科教学知识形成的个案研究简[J].江苏教育研究,2014(1):32-37. |
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| 作者姓名： | 张怀明 |
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| 作者单位： | 海安县教育局教科室,江苏海安226600 |
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| 基金项目： | 本文系江苏省教育科学“十二五”规划2011年度课题“促进教师学科教学知识发展的临床指导研究”（课题批准号：D/2011/02/085,主持人：颜敏,岁琳）成果. |
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| 摘 要： | 通过对初中数学青年骨干教师L老师的叙事研究．研究者认为初中数学学科教学知识对学科内容知识量的要求是有限的，但对教师理解内容知识的深刻性有较高要求；实践与反思是形成学科教学知识的关键。L老师学科教学知识的生成途径有其独特的地方，值得其他教师借鉴和学习，可以概括为“二研五专”，即：研究教材、研题磨题、专业阅读、专题研究、专业现场、专题写作、专家引领。
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| 关 键 词： | 学科教学知识 个案研究 生成途径 |
A Case Study on Pedagogical Content Knowledge Formation of a Junior Middle School Mathematics Teacher |
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| Institution: | ZHA NG Huai-ming (Hai＇an Bureau of Education, Hai ;an 226600, China) |
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| Abstract: | A narrative inquiry into a leading mathematics teacher of junior middle school reveals that pedagogical content knowledge of junior middle school mathematics has limited demand on the amount of content knowledge, yet makes more demands on teachers＇ understanding of content knowledge; practice and reflection are key to pedagogical content knowledge formation. The generation of the studied teacher＇s content knowledge has its uniqueness such as researching into teaching materials and exercises, professional reading, subject-directed research and writing, expert direction, etc., which deserves reference and learning by other teachers. |
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| Keywords: | pedagogical content knowledge case study the way of generation |
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