教师知识研究是教师专业发展的重要步骤,近年来已日渐成为世界教师教育研究的焦点.回溯历史,探讨最多的是以学科教学法知识为核心的"内容知识"和着眼于默会所得的"实践性知识".两类知识由于时代拘囿与自身单一化所限,其普适性受到质疑.以OECD近几年推出的国际教师测评为视角,可洞悉教师知识研究的最新动向,从专注于学科教学法知识、实践性知识转向为对一般教学法知识的推崇,OECD建构了一个理论与实践紧密结合的教师知识评估框架,以此为鉴,可为我国教师知识研究提供有益的参考.%Teacher knowledge research is an important step in the professional development of teachers, and became to the focus of teacher education research in the world at recent years. Back track to history, the most discussed are the "content knowledge" with pedagogical content knowledge (PCK) as the core and the "practical knowledge" with the tacit understanding. The two types of knowledge are limited by the limitations of the times and simplification, and their universality and adaptability are questioned. Based on the international teacher surveys launched by the Organization for Economic Cooperation and Development (OECD) in recent years, we can gain insight into the latest trends in teacher knowledge research, from focusing on pedagogical content knowledge and practical knowledge to general pedagogical knowledge, and the OECD constructs a teacher knowledge assessment framework that is closely integrated with theory and practice. It can be used as a guide to provide useful reference for teachers' knowledge research in China.
展开▼
