摘要：“学科教学知识”（Pedagogical Content Knowledge，PCK）最早是由美国学者舒尔曼在1985年美国教育研究协会的年会报告中提出的。在舒尔曼看来，PCK是“教学过程中特有的知识。它是教师学科教学知识和教学法的整合，即教师利用诸如类比、样例、图示、解释和演示等易于学生理解的表征方法，使之适合于不同兴趣、能力和背景的学生，帮助或引导学生理解学科的知识。” 在幼儿的科学活动中,从内容的选择、材料的准备、活动中教师的引导示范及对孩子操作的观察指导,再到活动结束后的评价反思,教师都起着重要的作用。而在当前教育改革的大背景下，仍有很多幼儿老师对于组织科学领域的教学活动存在一定的恐惧，这就迫切需要幼儿教师提高自己科学领域的PCK。本研究采用个案研究法，通过对教案的分析、对教师的观察与访谈及采用文献法来收集资料，对紫荆幼儿园两名教师科学领域的PCK进行分析。在参考前人文献的基础上，研究者决定参考林筱彬的《幼儿教师科学领域教学知识（PCK）个案研究》，从科学领域内容知识、了解学前儿童学习科学的知识、科学领域教学法知识三方面来描述幼儿教师科学领域PCK。

通过研究，笔者发现个案教师在科学课教学过程中有许多可取之处，但也存在一定的问题。针对这个现象，笔者对教师提出了一些建议:丰富科学领域内容知识;了解学前儿童学习科学的知识;丰富科学领域教学法知识。89789

毕业论文关键词：科学； 幼儿教师； 学科教学知识

Abstract：Pedagogical Content Knowledge was first proposed by the American scholar Shulman in the 1985 annual report of the American Association for Educational Research。 In Shulman's view, PCK is “the unique knowledge of teaching process。” It is the integration of teacher's teaching and teaching methods, that is, teachers use such as analogies, examples, illustrations, explanations and presentations that are easy to understand Method to make it suitable for students of different interests, abilities and backgrounds to help or guide students to understand the knowledge of the subject。 ”In the scientific activities of children, from the choice of content, the preparation of materials, the activities of teachers to guide the demonstration and the children Operation of the observation guide, and then to the end of the evaluation of the activities of reflection, teachers have played an important role。 In the context of the current educational reform, there are still many kindergarten teachers for the organization of science in the field of teaching activities there is a certain fear, which is an urgent need for kindergarten teachers to improve their own field of science PCK。 In this study, a case study was conducted to analyze the PCK of two teachers' scientific fields in Zijin kindergarten by analyzing the lesson plans, observing and interviewing the teachers and using the literature method to collect the data。 On the basis of reference to the predecessors 'literature, the researchers decided to refer to Lin Xiaobin's “Case Study of Kindergarten Teachers' Scientific Knowledge (PCK)”, knowledge from the field of science, knowledge of pre-school children's learning science, and knowledge of science in the field of science to describe kindergarten teachers in the field of science。

Through the study, the author found that inpidual teachers in the course of science teaching there are many desirable, but there are some problems。For this phenomenon, the author of the teachers made some suggestions:rich knowledge of the field of knowledge; understanding of pre-school children's learning science Knowledge; rich knowledge of science in the field of knowledge。

Keyword：Science;  kindergarten teachers;  Pedagogical Content Knowledge