摘要
学科教学知识(即PCK)是指汉语教师在教学实践中融合多种知识(包括汉语学科内容知识、教育教学知识、有关学习者的知识和情境性知识等)而形成的一种综合性知识。它具有融合性、个体性、情境性、动态建构性等特点,能有效提高汉语教学的质量和教师的专业水平。职前汉语教师应通过专业核心课程(比如教学实习)的学习来初步感知和建构PCK;在职汉语教师则应通过反思自己的汉语教学实践、同事间的交流合作、参加汉语教学培训项目等方式来积累和拓展自己的PCK。
Pedagogical content knowledge(PCK) is a comprehensive type of knowledge that Chinese language teachers acquire in their teaching practice, which integrates a variety of knowledge, including Chinese subject knowledge, teaching knowledge,knowledge of learners and situational knowledge, etc. It has characteristics such as integrativeness, individuality, situationality, and dynamic constructivism, which can effectively improve the quality of Chinese language teaching and the professional level of Chinese teachers. Pre-service Chinese language teachers should perceive and construct their PCK by learning core professional courses(such as Introduction to Teaching Practice); in-service teachers should accumulate and expand their PCK by means of reflecting on their own teaching practice, exchanging and cooperating with colleagues, participating in training programs of Chinese teaching, and so on.
出处
《国际汉语教学研究》
2015年第4期78-86,共9页
Journal of International Chinese Teaching
关键词
学科教学知识
汉语教师
核心知识
pedagogical content knowledge
Chinese language teachers
core knowledge
