摘 要
教师是教育活动的核心人物，教师所具备的知识对教学活动的设计与实施具有重要的影响。关于教师知识的研究，最具影响力的是shulman1986年提出的教师的7种知识领域。在这7种知识领域中，学科教学知识具有重要地位，它是区别教师与科学家不同之所在，是最能凸显教师专业理解的领域。
从相关研究可以看出，由于学科教学知识的情境性与默会性，更多的研究选用了个案研究的方法。由此，本论文主要采取课堂观察、非正式访谈与正式访谈等方式，对一名专家型高中物理教师的学科教学知识的特点及她的学科教学知识发展的历程，进行一学期的资料收集，以期揭示她学科教学知识特点，学科教学知识发展的历程并为职前教师与在职教师，学科教学知识的发展提出具体的建议。研究结果发现如下：
李老师的物理学科教学知识呈现三个特点：一、学科信念影响学科教学知识的发展方向；二、深刻理解物理学知识是发展物理学科教学知识的基础；三、善于发现学生困难，了解学生学习的困难及成因，把握什么时候使用什么样的具体教学策略，方能设计出有针对性的教学方案。
李老师物理学科教学知识发展的历程分为三个阶段：一、学科教学知识发展的初始阶段。具体表现为：1、学科知识只具备学科基础知识，缺乏结构性知识及方法性知识。2、模仿中学习学科知识与一般教学法知识来构建自己的学科教学知识。二、学科教学知识发展的充实阶段。具体表现为：1、学科知识从关注基础知识转为关注学科知识结构体系。2、汲取—内化—创新中发展学科教学知识，逐步从学科知识与一般教学法知识的融合转向以“关于学生的知识”为主体的学生的知识、学科知识、一般教学法知识的新融合。三、学科教学知识发展的丰富阶段，具体表现为：1、从整体全面的角度考虑教学安排，在师生互动过程中帮助学生去理解构建“意义”。2、反思-外化中发展学科教学知识。
结合对李老师学科教学知识的个案研究结果，本论文对职前教师与在职教师的发展提出了具体的建议。对于职前教师学科教学知识的发展提出了两点建议：1、增加实践机会；2、改变职前物理教师在大学期间学习物理的方式。对于在职教师：1、在实践—
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反思中发展学科教学知识；2、在不同的发展阶段选择合适的发展方式。
关键词：高中物理,专家型物理教师，学科教学知识，发展，个案研究
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ABSTRACT
Teachers are the central part of education, and the knowledge they have will has important
influence on the designation and implementation of teaching activities. Shulman, a distinguished professor in this area, advocated that teacher’s knowledge contains seven areas. He thought Pedagogical Content Knowledge takes the most important place, it distinguishes teachers and scientists, and it can reflect teachers’ technical understanding.
In similar researches, more researchers selected case study, because Pedagogical Content
Knowledge is always situational and tacit. In this research, it’s also a case study on the development of Pedagogical Content Knowledge of an Experienced Senior High School Physics Teacher. It aims at reveal the traits of her Pedagogical Content Knowledge, the development process, and proposes concrete proposals for peers through class observation, formal and informal interviews. The conclusions are as follows:
This teacher’s Pedagogical Content Knowledge had three traits. First, pedagogical confidence
influenced the direction of Pedagogical Content Knowledge development. Second, understanding physics knowledge profoundly was the basis of Pedagogical Content Knowledge development. Third, only discovering students’ difficulties and reasons and adopting proper instructional strategies can teacher design customized class activities.
The development of her Pedagogical Content Knowledge has gone through three stages. 一、The
initial stage of Pedagogical Content Knowledge development. Its concrete performance included: 1. Possessing elementary knowledge but lacking of structural knowledge and methodological knowledge. 2. Constructing personal Pedagogical Content Knowledge through learning content knowledge and common pedagogical knowledge by imitation. 二、The content substantiating stage. Its concrete performance include: 1.Translating the attention of pedagogical knowledge from elementary knowledge to structural knowledge. 2. Developing Pedagogical Content Knowledge by absorbing, internalizing and innovating, and enriching the traditional fusion of content knowledge and common pedagogical knowledge with the knowledge about students. 三、The enriching stage of Pedagogical Content Knowledge development. Its concrete performance included: 1. all things should be considered when planning to make sure that it can
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help students to construct the “meaning” in the interaction between teachers and students. 2. Develop personal Pedagogical Content Knowledge by rethinking profoundly and externalizing.
Based on the conclusions of the case study, the researcher proposed concrete suggestions for both
pre-service and in-service physics teachers. For pre-service teachers, it’s necessary to create more opportunities for practice and change the learning styles in college. For in-service teachers, they should develop their Pedagogical Content Knowledge in practice and introspection, and adopt proper development mode in different stages.
Key words: Senior High School, expert physics teacher, Pedagogical Content Knowledge, Development
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目 录
摘 要 .................................................................... II ABSTRACT ................................................................. IV 目 录 .................................................................... VI 第一章 绪论 ............................................................... 1 1.1研究问题的提出 ...................................................... 1 1.2研究的目的 .......................................................... 2 1.3研究的问题 .......................................................... 3 1.4概念界定 ............................................................ 3 1.5研究限制 ............................................................ 3 第二章 相关文献综述 ....................................................... 5 2.1学科教学知识的内涵 .................................................. 5 2.1.1国外关于学科教学知识内涵的研究 ................................... 5 2.1.2国内关于学科教学知识的研究 ....................................... 6 2.2教师的学科教学知识的发展 ............................................ 8 2.2.1教师的学科教学知识的发展历程 ..................................... 8 2.2.2学科教学知识发展的来源、方式 ..................................... 9 第三章 研究设计 .......................................................... 11 3.1研究设计流程 ....................................................... 11 3.2研究步骤 ........................................................... 11 3.3研究对象 ........................................................... 13 3.4资料的收集 ......................................................... 13 3.5资料的整理与分析 ................................................... 14 3.6信度与效度 ......................................................... 15
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