幼儿数学教育领域中教师的专业素养.pptVIP

价值取向：忠实取向→忠实+创生取向 课程内容：确定的、独立的→不确定的、动态的 课程结构：以学科逻辑为基点→以儿童的生活经 验为基础 课程实施：静态的执行→动态的生成 课程地位：教师是讲授者、传递者→教师是决策 者、合作者 我国当代课程改革对教师专业成长的诉求 教师专业知识的构成 学科教学知识的构成 大量研究表面教师专业知识是影响儿童学习的最重要的因素 Many research now shows that the single most important determinant of what children learn is what teachers know. 学科教学知识的构成 学科教学知识的构成 PCK entails understanding the what, who, and how of teaching: What refers to understanding the key concepts or ideas in a specific content area; who means knowing about learners and their background knowledge, and how represents the repertoire of methods that are appropriate to represent and present specific kinds of content to students of a particular age (Shulman, The wisdom of practice: Essays on teaching, learning and learning to teach, 2004). Pedagogical content knowledge is a subset of subject matter understanding. It’s that part of subject matter knowledge that relates directly to teaching strategies – what is a good illustrative example of a key idea, which student questions are more likely to generate helpful discussion –AND That part of subject matter knowledge that is related to students’ developing understandings, behaviors, and interests (what are students likely to already know, what are typical early confusions). By the same token, both pedagogy and students’ development must each be filtered through the other two elements: pedagogical content knowledge resides only in the intersection of these three bodies of knowledge. PCK entails understanding the what, who, and how of teaching: What refers to understanding the key concepts or ideas in a specific content area; who means knowing about learners and their background knowledge, and how represents the repertoire of methods that are appropriate to represent and present specific kinds of content to students of a particular age (Shulman, The wisdom of practice: Essays on teaching, learning and learning to teach, 2004). Pedagogical content knowledge is a subset of su