领域教学知识（PCK）与幼儿园教师专业成长课件_1.pptVIP

“作为一名教师，她不用考虑为她所教授的领域增添新的知识、提出新的假设以及去证实它们。她要关心的是如何用自身经验体现该学科本体的某个发展阶段。她的难点在于如何诱导儿童产生关键、自发的经历，也就是说将自己的学科本体知识转化为心理分析。” ——Dewey,1902 WHO：了解儿童 要素一：年龄（学习与发展轨迹、特点） 要素二：已有经验（学习困难） 要素三：学习方式（认知风格） 要素四：文化和家庭背景（个体差异） 三、如何促进和提升幼儿园教师PCK水平 改革教师教育职前培养的课程体系和内容框架 ，加 强教学实践能力的培养 谢谢！ * * * 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 subject matte