本文關(guān)鍵詞：學(xué)科教學(xué)知識(shí):一個(gè)教師專(zhuān)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(xué)科教學(xué)知識(shí)(Pedagogical Content Knowledge)的簡(jiǎn)稱(chēng),是教師知識(shí)范疇中使教學(xué)最有效的知識(shí)。

短句來(lái)源

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

     教師學(xué)科教學(xué)知識(shí)(Pedagogical Content Knowledge)是教師研究的新焦點(diǎn)。

短句來(lái)源

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

     學(xué)科教學(xué)知識(shí):一個(gè)教師專(zhuān)業(yè)發(fā)展的新視角

短句來(lái)源

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

     學(xué)科教學(xué)知識(shí)概念的提出,對(duì)教師教育的理論與實(shí)踐產(chǎn)生了重大影響。

短句來(lái)源

     The pedagogical content knowledge construction of mathematics teacher

     數(shù)學(xué)教師學(xué)科教學(xué)知識(shí)建構(gòu)初探

短句來(lái)源

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     Strategy for Pedagogical Content Knowledge Development of Junior Mathematics Teacher

     基于學(xué)校的數(shù)學(xué)教師數(shù)學(xué)教學(xué)內(nèi)容知識(shí)發(fā)展策略研究

短句來(lái)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(xué)體育教師教學(xué)知識(shí)的總趨勢(shì)、教學(xué)內(nèi)容知識(shí)和教學(xué)反思知識(shí)兩個(gè)分維度上，一般是教齡較短的顯著低于教齡較長(zhǎng)； 在教學(xué)策略知識(shí)、教學(xué)信念知識(shí)、教學(xué)評(píng)價(jià)知識(shí)三個(gè)維度上，11-15教齡組的中學(xué)體育教師呈現(xiàn)出下降的趨勢(shì)，尤其是教學(xué)信念知識(shí)和教學(xué)評(píng)價(jià)知識(shí)在這一教齡組最低。

短句來(lái)源

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

     教學(xué)的內(nèi)容知識(shí)——即關(guān)于表達(dá)數(shù)學(xué)概念和過(guò)程的方式的知識(shí);

短句來(lái)源

     in the C content

     同時(shí)發(fā)現(xiàn) VC 對(duì) Ti(C,N)基金屬陶瓷的晶粒長(zhǎng)大有非常強(qiáng)的抑制作用。

短句來(lái)源

     Its content is: I.

     主要內(nèi)容是:

短句來(lái)源

     The pedagogical content knowledge construction of mathematics teacher

     數(shù)學(xué)教師學(xué)科教學(xué)知識(shí)建構(gòu)初探

短句來(lái)源

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

     教師學(xué)科教學(xué)知識(shí):本質(zhì)、特征與結(jié)構(gòu)

短句來(lái)源

     d) pedagogical suggestions.

     4.教學(xué)建議。

短句來(lái)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.

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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(xué)科教學(xué)知識(shí)概念的提出,對(duì)教師教育的理論與實(shí)踐產(chǎn)生了重大影響。文章在探討了學(xué)科教學(xué)知識(shí)的內(nèi)涵、特征、建構(gòu)等問(wèn)題,并分析了學(xué)科教學(xué)知識(shí)對(duì)教師專(zhuān)業(yè)發(fā)展的意義的基礎(chǔ)上,進(jìn)而提出以學(xué)科教學(xué)知識(shí)概念指導(dǎo)我國(guó)教師教育改革的若干對(duì)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(duì)我國(guó)3 0所高校2 1 3名優(yōu)秀英語(yǔ)教師進(jìn)行了調(diào)查,旨在回答兩個(gè)問(wèn)題:1 )他們的專(zhuān)業(yè)素質(zhì)框架和內(nèi)涵是什么?2 )他們?cè)鯓映砷L(zhǎng)為教學(xué)效果好、深受學(xué)生喜愛(ài)的教師?本文基于調(diào)查結(jié)果構(gòu)建了我國(guó)高校優(yōu)秀英語(yǔ)教師的專(zhuān)業(yè)素質(zhì)框架,闡釋了其內(nèi)涵。該框架由四個(gè)維度組成:外語(yǔ)學(xué)科教學(xué)能力、外語(yǔ)教師職業(yè)觀和職業(yè)道德、外語(yǔ)教學(xué)觀、外語(yǔ)教師學(xué)習(xí)與發(fā)展觀。文章討論了四個(gè)維度的內(nèi)涵及其相互關(guān)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(guó)高校英語(yǔ)教師發(fā)展需求的調(diào)查顯示,高校英語(yǔ)教師有迫切的自我發(fā)展需求,但在教師對(duì)發(fā)展的自覺(jué)需求和外語(yǔ)課堂的實(shí)際需求之間存在差異。教師普遍認(rèn)同以學(xué)為本的教育理念,該理念與以學(xué)為本的教學(xué)方法之間雖然具有統(tǒng)計(jì)意義上的相關(guān)性,但是教師的課堂實(shí)踐活動(dòng)與他們所認(rèn)同的理念及方法之間沒(méi)有發(fā)現(xiàn)顯著相關(guān)。教師理念和課堂行為之間的差距,與我國(guó)傳統(tǒng)外語(yǔ)教師教育課程設(shè)置中缺乏學(xué)科教學(xué)知識(shí)和語(yǔ)言學(xué)習(xí)理論有密切的關(guān)系。

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  本文關(guān)鍵詞：學(xué)科教學(xué)知識(shí):一個(gè)教師專(zhuān)業(yè)發(fā)展的新視角，由筆耕文化傳播整理發(fā)布。