摘要
目前说课研究面临理论瓶颈，理论分析也往往陷于概念游戏，而教师知识理论则可为说课研究提供新的理论分析视角。一是说课可作为教师实践知识建构的工具；二是教师能在说课中实现知识管理；三是说课应关注学科教学知识（PCK）的建构。
The recent studies on lesson plan presentation have come to a theoretical bottleneck, and often fall into conceptual game. New perspectives for the study on lesson plan presentation can be supported by teacher knowledge theory： firstly, lesson plan presentation can be taken as an instrument for the construction of leachers＇ practical knowledge; secondly, teachers can manage knowledge by lesson plan presentation; lastly, lesson plan presentation should focus on the construction of pedagogical content knowledge （PCK）.
出处
《课程·教材·教法》
CSSCI
北大核心
2012年第4期120-124,共5页
Curriculum，Teaching Material and Method
基金
教育部人文社会科学重点研究基地项目基金资助(10JJD880003)
关键词
说课
教师实践知识
知识管理
学科教学知识
lesson plan presentation
teachers＇ practical knowledge
knowledge management
subjectteaching knowledge
