张磊,孙有平.基于质性研究的P-PE-PCK初探:结构要素与来源[J].北京体育大学学报,2018,41(1):95-101+139.
基于质性研究的P-PE-PCK初探:结构要素与来源
Structural Elements and Sources of P-PE-PCK Based on the Qualitative Study
投稿时间:2016-07-21  
DOI:10.19582/j.cnki.11-3785/g8.2018.01.014
中文关键词:  关键词:质性研究  职前体育教师PCK  术科教学  备课法  知识模型
英文关键词:Keywords: qualitative study  P-PE-PCK  teaching of physical training  preparation method  knowledge model
基金项目:基金项目:国家社科基金项目,项目号:14BTY088;2017年教育部人文社科青年基金项目,项目号17YJC890045;2017年浙江省教育厅一般科研项目,项目号Y201737215。
作者单位
张磊 杭州师范大学体育与健康学院浙江 杭州 311121 
孙有平 华东师范大学体育与健康学院上海 200241 
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中文摘要:
      摘要:PCK(即学科教学知识)作为教学的新知识基础,至今未得到体育学科领域的重视。基于此,采用质性研究方法,通过职前教师PCK研究的专门方法——备课法进行数据收集,借助Nvivo8.0质性分析软件对职前体育教师PCK(即P-PE-PCK)的构成要素以及来源进行了初次探索,为今后体育领域PCK研究奠定基础。结果表明:P-PE-PCK由“关于体育学科内容的知识、关于学生的知识、关于体育教学策略的知识、关于体育教学评价的知识、关于体育教学目标的知识和关于体育安全教学环境的知识”等6个维度的知识构成。P-PE-PCK各维度知识来源于9个方面,分别是“术科学习经验、实习经验与反思、个人生活经验、个人练习体验、个人反思总结、阅读专业书刊、理论课学习、作为中小学学生时的经验以及课堂观察”等,职前教育阶段“理论课、术科课程、实践课程(教育实习)”等课程仍然是发展P-PE-PCK的重要途径。基于P-PE-PCK的发展,就术科教学提出了“加强与教学法的结合、增加学生参与教学实践与课内外教学反思”的建议。
英文摘要:
      Abstract: As the new knowledge base of teaching, pedagogical content knowledge (PCK) has not received the attention of the field of physical education. Based on this, this study collected the data by preparation method that is a special method for Pre-Service Teachers’ PCK, and analyzed the structural elements and sources of Pre-Service Physical Education Teachers’ PCK (P-PE-PCK) by Nvivo8.0, for laying the foundation for PCK research in sport in the future Results: P-PE-PCK had six knowledge elements which are the knowledge of PE course content, students' knowledge, knowledge of PE teaching strategy, knowledge of PE teaching evaluation, knowledge of PE teaching goal and the knowledge of PE safety teaching environment. And these elements derived from nine aspects, including learning experience of physical training, internship experience and reflection, personal life experience, personal practice experience, summary of personal reflection, reading professional books and periodicals, theory course study, experience as a primary and secondary school student, and classroom observation. In pre service education, the courses such as theory courses, physical training courses, and practice courses (teaching practice) are still important ways to develop P-PE-PCK. Based on the development of P-PE-PCK, this study provided two suggestions for physical training teaching that are strengthening the combination with teaching method, and encouraging students’ participation in teaching practice and introspection of teaching and learning in and out of class.
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