摘要
随着课程改革的推进和深化,教师的课程观、教学观、知识观在悄然发生变化,不可否认当下仍然有部分教师缺乏对课程理论的学习和理解,对新课程的认识存在偏差,致使现代课程观难以落到实处。准确认识和理解现代课程观的开放性、动态性、过程性和生成性,有助于促进教师的专业成长。作为教师的核心知识,学科教学知识的建构应在现代课程视域下,通过开展在职培训,教师坚持实践研究,并进行持续的教学反思来实现。
With the promoting and deepening of curriculum reform, teachers＇ perspectives on curriculum, teaching and knowledge are changing correspondingly. There is no denying the fact that some teachers now still know little about curriculum theories and pervert the new curricula, and consequently modem curriculum is hard to implement in practice. An accurate cognition and understanding of modern curriculum ideas in openness, dynamism, process and generation is helpful for teachers＇ professional development. Pedagogical content knowledge, as the teachers＇ core knowledge, can be constructed by means of in-service training, practical study and continuous reflection in the perspective of modern curriculum.
出处
《江苏教育研究》
2014年第11期19-23,共5页
Jiangsu Education Research
基金
江苏省教育科学"十二五"规划2013年度立项课题"促进师生发展的学科教学知识(PCK)建构研究"(课题批准号:D/2013/02/183)成果
关键词
现代课程观
学科教学知识
教学反思
modem curriculum view
pedagogical content knowledge
teaching reflection
