Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception
Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception
复制标题
教学内容知识：从数学案例到修正概念
DOI：
10.1177/002248719004100302
复制
发表时间：
1990
影响因子：
3.9
通讯作者：
R. Marks
中科院分区：
文献类型：
--
作者：
R. Marks
本研究以八位国小五年级教师为研究对象，探讨其分数等值教学之成效。分析的访谈结果在教学内容的知识组成的四个组成部分的概念：教学目的的主题，学生的理解的主题，媒体教学的主题，和教学过程的主题。本文讨论了教学内容知识概念中固有的模糊性和复杂性，并建议对教师教育实践进行修订，以整合内容和教学法。
Eight fifth-grade teachers were interviewed about their teaching of equivalence of fractions. Analysis of the interviews resulted in a conception of pedagogical content knowledge consisting of four components: subject matter for instructional purposes, students' understanding of the subject matter, media for instruction in the subject matter, and instructional processes for the subject matter. Ambiguities and complexities inherent in the notion of pedagogical content knowledge are discussed, and revisions in teacher education practices designed to integrate con tent and pedagogy are suggested.