Content Knowledge for Teaching What Makes It Special?
Content Knowledge for Teaching What Makes It Special?
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DOI：
10.1177/0022487108324554
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发表时间：
2008-11-01
影响因子：
3.9
通讯作者：
Phelps, Geoffrey
中科院分区：
文献类型：
--
作者：
Ball, Deborah Loewenberg;Thames, Mark Hoover;Phelps, Geoffrey
本文报道了作者在舒尔曼（Shulman，1986）的教学内容知识概念的基础上，发展基于实践的教学内容知识理论的努力。随着教学内容知识概念的流行，它需要理论发展、分析澄清和实证检验。本研究的目的是通过研究实际的数学教学，并在分析教学中出现的数学问题的基础上确定用于教学的数学知识，从而探讨数学中面向专业的学科知识的本质。与此同时，还制定了教学数学知识的措施。这些研究表明，教学内容知识中至少有两个凭经验可辨别的子领域（内容和学生的知识以及内容和教学的知识），以及教学工作所特有的“纯”内容知识的重要子领域，即专业内容知识。这与教师和非教师所需的共同内容知识不同。本文最后讨论了开发有用的教学内容知识理论所需的后续步骤。
This article reports the authors' efforts to develop it practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented Subject matter knowledge in mathematics by studying actual mathematics teaching and identifying mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjuntion, measures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge (knowledge of content and students and knowledge of content and teaching) and an important subdomain of "pure" content knowledge unique to the work of teaching, specialized content it knowledge. which is distinct from the common content knowledge needed by teachers and nonteachers alike. The article concludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching.