| STEAM教师学科教学知识的基本构成与建构逻辑 |
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| 引用本文： | 张辉蓉,谢小蓉.STEAM教师学科教学知识的基本构成与建构逻辑[J].湖南师范大学教育科学学报,2021(2):75-81. |
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| 作者姓名： | 张辉蓉 谢小蓉 |
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| 作者单位： | 西南大学教育学部/中国基础教育质量监测协同创新中心西南大学分中心 |
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| 基金项目： | 中国基础教育质量监测协同创新中心重大成果培育项目“基于问题提出的小学生创新能力测评模型建构研究”[2020-06-009-BZPK01];中国基础教育质量监测协同创新中心课题“教师育人能力测评模型建构研究”[BJZK-2018A2-18040]。 |
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| 摘 要： | 教师学科教学知识(PCK)的形成是STEAM教育的发展之基。STEAM教师PCK是教师面对具体的跨学科的内容主题时,所特有的将不同学科的知识和技术转化为学生易于理解的教学形式的整合性知识,具有知识范畴的跨学科性、知识来源的实践性和知识形成的融合性等特点。通过对已有PCK研究的梳理,结合STEAM教育的特征,STEAM教师PCK可分为跨学科内容知识、教学对象知识、教学情境知识和教学策略知识。在此基础上,STEAM教师PCK的建构逻辑:一是立足理论性学习为教师建构PCK打“地基”,促进公共性PCK向个体性PCK转化;二是基于经验性学习为教师建构PCK竖“框架”,推动内隐性PCK向实践性PCK转化;三是通过实践性学习为教师建构PCK添“砖瓦”,实现陈述性PCK向程序性PCK转化。
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| 关 键 词： | STEAM教育 教师PCK 理论性学习 经验性学习 实践性学习 |
The Basic Composition and Constructive Logic of STEAM Teachers Pedagogical Content Knowledge |
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| ZHANG Huirong,XIE Xiaorong.The Basic Composition and Constructive Logic of STEAM Teachers Pedagogical Content Knowledge[J].Journal of Educational Science of Hunan Normal University,2021(2):75-81. |
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| Authors: | ZHANG Huirong XIE Xiaorong |
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| Institution: | (Faculty of Education/Southwest University Branch Center of China Elementary Education Quality Monitoring Collaborative Innovation Center,Southwest University,Chongqing 400715,China) |
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| Abstract: | The formation of teachers pedagogical content knowledge(PCK)is the foundation of the development of STEAM education.The PCK of STEAM teachers is the unique integrated knowledge which transforms the knowledge and technology of different disciplines into the teaching form easy for students to understand when facing the specific interdisciplinary content theme,It has the characteristics of interdisciplinary of knowledge category,practicality of knowledge source and integration of knowledge formation.Through combing and analyzing the existing PCK research,combined with the characteristics of STEAM education,STEAM teachers PCK can be divided into interdisciplinary content knowledge,teaching object knowledge,teaching situation knowledge and teaching strategy knowledge.On this basis,the constructive logic of STEAM teachers PCK is proposed.First,we should base on theoretical learning to lay a“foundation”for teachers to construct PCK,and promote the transformation from public PCK to individual PCK.Second,we should base on experiential learning to construct a“framework”of PCK for teachers,and promote the transformation from implicit PCK to practical PCK.Third,we should add“bricks and tiles”for teachers to construct PCK through practical learning,and realize the transformation from declarative PCK to procedural PCK. |
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| Keywords: | STEAM education teacher s PCK theoretical learning experiential learning practical learning |
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