摘要
Abstract
Pedagogical Content Knowledge(PCK)reflects the professionalism and disciplinary characteristics of teachers,providing an important perspective for understanding teacher professional development.This study adopts a case study approach,exploring the PCK and its generation and development among eight science teachers with back-grounds in physics,chemistry,biology,etc.,by collecting materials such as teacher interviews,teaching designs,and classroom recordings.The study finds that teachers'PCK lacks a stance on curriculum philosophy,exhibits lim-ited and singular teaching organization strategies,is oriented towards a"teacher-centered"teaching model,and shows unclear understanding of student cognition.The generation of teachers'PCK in integrated science primarily stems from individual practice exploration and experience accumulation.The development of PCK follows the path-ways of transforming teaching content,transferring teaching experience,and reflecting on teaching practice,and is influenced by key factors such as teachers'attitudes towards integrated science curricula,sense of efficacy,positio-ning of teacher-student roles,and professional development environment.关键词
学科教学知识/综合科学课程/分科师范生/案例研究Key words
pedagogical content knowledge/integrated science course/subject based normal student/case study分类
社会科学
