學科教學知識英文

• pck
• pedagogical content knowledge

• "學科" 英文翻譯 :    branch of learning; course; ...
• "教學" 英文翻譯 :    teaching; education teaching ...
• "知識" 英文翻譯 :    knowledge; know-how; science
• "人文學科教學" 英文翻譯 :    academic education
• "人文學科教學, 基礎理論教學" 英文翻譯 :    academic education
• "學知識" 英文翻譯 :    acquire knowledge
• "學科教師" 英文翻譯 :    disciplinary faculty
• "建筑學科教學改革的思索與實踐" 英文翻譯 :    the thinking and practice of the building coursc reform in education
• "科學知識" 英文翻譯 :    science knowledge; scientific knowledge
• "數學知識" 英文翻譯 :    mathematical experience; mathematical knowledge
• "聽力學知識" 英文翻譯 :    audilogy knowledge
• "醫學知識" 英文翻譯 :    medical knowledge
• "醫學知識庫" 英文翻譯 :    medical knowledge base
• "分科教學" 英文翻譯 :    department instrnction; departmental teaching; subject-specific teaching
• "分科教學法" 英文翻譯 :    special methods course
• "各科教學法" 英文翻譯 :    special didactics
• "概念醫學知識" 英文翻譯 :    conceptual medical knowledge
• "普及科學知識" 英文翻譯 :    disseminate science; popularize science
• "普及醫學知識" 英文翻譯 :    popularization of medical knowledge; popularize medical knowledge
• "生物醫學知識" 英文翻譯 :    biomedical knowledge
• "本科教學評估" 英文翻譯 :    the undergraduate teaching level evaluation
• "分科教學計劃" 英文翻譯 :    departmental teaching plan
• "各科教學小組" 英文翻譯 :    curricular section
• "教學科技" 英文翻譯 :    instructional technology
• "教學科目" 英文翻譯 :    course of instruction; literary course

• That is , the knowledge frame of teacher is made up of eight parts : subject matter knowledge , curriculum knowledge , general pedagogical knowledge , pedagogical content knowledge , knowledge of learners , knowledge of self , knowledge of contexts and knowledge of educational ends and values . with regard to the sources of teacher knowledge , teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self . " the training on service " and " organized professional activities " are more important source , but in comparison with above sources " the experiences as a student " , " training beforce service " and " reading professional books and periodicals " are less important sources
  研究得到的主要結論是，提出并闡明了教師知識的理論框架結構模型，即教師的知識結構是由八個部分組成：學科內容知識、課程知識、一般性教學知識、學生知識、教師自身知識、教育情景知識、教育目的及價值知識和學科教學知識；在教師知識的來源上，教師“自身的教學經驗和反思”以及“和同事的日常交流”是他們發展自身教學知識的最重要的來源， “在職培訓”和“有組織的專業活動”也是比較重要的來源，但是相比之下， “作為學生時的經驗” 、 “職前培訓”和“閱讀專業書刊”則是最不重要的來源；在教師知識應用上，闡述教師知識和教師教學決定的關系；針對新課程的改革，以及教師知識的轉換，闡述課程設計與教師教育的有關問題:最后對教師知識的未來發展進行了展望。