学科教学知识的英文

• pck
• pedagogical content knowledge

• "学科"英文翻译    branch of learning; course; ...
• "教学"英文翻译    teaching; education teaching ...
• "知识"英文翻译    knowledge; know-how; science
• "人文学科教学" 英文翻译 :    academic education
• "人文学科教学, 基础理论教学" 英文翻译 :    academic education
• "学知识" 英文翻译 :    acquire knowledge
• "学科教师" 英文翻译 :    disciplinary faculty
• "建筑学科教学改革的思索与实践" 英文翻译 :    the thinking and practice of the building coursc reform in education
• "科学知识" 英文翻译 :    science knowledge; scientific knowledge
• "数学知识" 英文翻译 :    mathematical experience; mathematical knowledge
• "听力学知识" 英文翻译 :    audilogy knowledge
• "医学知识" 英文翻译 :    medical knowledge
• "医学知识库" 英文翻译 :    medical knowledge base
• "分科教学" 英文翻译 :    department instrnction; departmental teaching; subject-specific teaching
• "分科教学法" 英文翻译 :    special methods course
• "各科教学法" 英文翻译 :    special didactics
• "概念医学知识" 英文翻译 :    conceptual medical knowledge
• "普及科学知识" 英文翻译 :    disseminate science; popularize science
• "普及医学知识" 英文翻译 :    popularization of medical knowledge; popularize medical knowledge
• "生物医学知识" 英文翻译 :    biomedical knowledge
• "本科教学评估" 英文翻译 :    the undergraduate teaching level evaluation
• "分科教学计划" 英文翻译 :    departmental teaching plan
• "各科教学小组" 英文翻译 :    curricular section
• "教学科技" 英文翻译 :    instructional technology
• "教学科目" 英文翻译 :    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
  研究得到的主要结论是，提出并阐明了教师知识的理论框架结构模型，即教师的知识结构是由八个部分组成：学科内容知识、课程知识、一般性教学知识、学生知识、教师自身知识、教育情景知识、教育目的及价值知识和学科教学知识；在教师知识的来源上，教师“自身的教学经验和反思”以及“和同事的日常交流”是他们发展自身教学知识的最重要的来源， “在职培训”和“有组织的专业活动”也是比较重要的来源，但是相比之下， “作为学生时的经验” 、 “职前培训”和“阅读专业书刊”则是最不重要的来源；在教师知识应用上，阐述教师知识和教师教学决定的关系；针对新课程的改革，以及教师知识的转换，阐述课程设计与教师教育的有关问题:最后对教师知识的未来发展进行了展望。