学科教学知识转化对的教师教学之底蕴与实践.pdfVIP

Vocational Education 职业教育, 2016, 5(1), 10-22 Published Online January 2016 in Hans. /journal/ve /10.12677/ve.2016.51003 The Study of Transformation of Pedagogical Content Knowledge to the Implication and Practice of Teacher Instruction Chin-Tsai Lin1,2 1 Hubei University of Education, Wuhan Hubei 2 Department of Education, Taiwan University of Tainan, Taiwan th th th Received: Dec. 15 , 2015; accepted: Jan . 6 , 2016; published: Jan. 14 , 2016 Copyright © 2016 by author and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Abstract The study was to inquire the problems and development of teachers’ teaching from the PCK theory of Shulman L. First, the transformation theories of curriculum and the perspective of Pedagogical Content Knowledge of Shulman Lee are analyzed. Second, the production, development, choices and reconstruction of the PCK using the Critical Pedagogy of Paulo Freire is explored. Finally, we understand the meaning from the pedagogical content knowledge to pedagogical content knowing and lead teachers to think, comprehend and reconstruct the possibility of the PCK from the past to now and future, which makes the practice of transformation of Pedagogical Content Knowledge more reasonable and practicable. Keywords Pedagogical Content Knowledge (PCK), Transformation, The Critical Pedagogy of Paulo Freire 学科教学知识转化对教师教学之底蕴与实践 林进材1,2 1湖北第二师范学院，湖北 武汉 2 台湾台南大学教育学系，台湾 文章引用: 林进材. 学科教学知识转化对教师教学之底蕴与实践[J]. 职业教育, 2016, 5(1): 10-22. /10.12677/ve.2016.51003