朱晓燕
Zhu Xiaoyan Guangzhou University

• 1: 广州大学外国语学院

摘要(Abstract)：

本论文引用近20年国际文献中有关PCK研究的第一手资料,以历史发展的脉络,分析PCK的产生是与三个不同时代的研究范例密切联系(teacher behaviour;teacher thinking and teacher knowledge);通过图表直观对比和分析若干构成要素和模式如Shulman(1986,1987),Grossman(1990,1995),Turner-Bisset(1999,2001),最后在讨论中提炼出一个新的PCK构成要素框架,并强调PCK的本质在于各种知识元素的有机结合,尤其是其中的学科专业知识,教学法知识,学生的知识必须融为一体,这种专家教师所具备的独特和综合专业知识,应当成为外语教师教育课程设置的重要依据之一。
The study of Pedagogical Content Knowledge(PCK),has been closely connected with three research paradigms(teacher behaviours,teacher thinking and teacher knowledge) over past decades.This paper first reviews several diagrams of PCK's components and various models proposed by Shulman(1986,1987),Grossman(1990,1995),Turner-Bisset(1999,2001).Then it conceptualizes a framework of six-component PCK on the basis of analytical discussion being conducted in the study.Since PCK reflects an integration of several fundamental elements of teacher knowledge held by expert teachers,it should serve as one of the knowledge bases for developing foreign language teacher education programmes.

关键词(KeyWords)： 各种要素;学科知识;教学法知识;学生知识;专家教师
various components;subject matter knowledge;pedagogical content knowledge;knowledge of students;expert teachers

Abstract:

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基金项目(Foundation):

作者(Author): 朱晓燕
Zhu Xiaoyan Guangzhou University

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