摘要
主要从PCK的测查、发展及其影响因素3个方面梳理国内外化学教师PCK的实证研究。综述表明：（1）这些研究侧重于对PCK多个组分及其关系的整体测查；（2）研究者主要采用外驱型与内驱型2种策略以发展化学教师的PCK；（3）影响化学教师PCK发展的因素主要包括其自身的教育背景、教学经验、反思、实践导师的指导等，同时学科知识与信念对PCK的影响也日益受到重视。基于国内外化学教师PCK研究趋势的对比，文末对我国化学教师PCK的实证研究以及化学师范生教育提供相应的建议。
This review synthesized the empirical studies on chemistry teachers＇ PCK from the perspectives of its measurement, development, and influencing factors. Results indicated that： （1） These studies focused on examining the PCK components and their relationships; （2） Researchers mainly employed the externally-driven and internally-driven strategies to develop chemistry teachers＇ PCK; （3） The factors influencing the development of chemistry teachers＇ PCK included teachers＇ personal educational background, teaching experience and reflection, as well as the practical guidance from the mentor, and the influence of subject matter knowledge and belief on PCK received more attention. Based on the comparison of the research trends at home and abroad, this paper also provided relevant suggestions for the chemistry PCK research and preservice chemistry teacher education in China.
出处
《化学教育（中英文）》
CAS
北大核心
2018年第2期73-77,共5页
Chinese Journal of Chemical Education
基金
华南师范大学人文社科青年培育基金项目(16SK18)
2016年校级“质量工程”建设项目与科研启动项目(华师2016RCYJKYQD-002)经费共同资助
关键词
化学PCK
学科教学知识
化学教师教育
chemistry PCK
pedagogical content knowledge
chemistry teacher education
