摘    要 领域教学知识(Pedagogical Content Knowledge,简称PCK)，是美国学者舒尔曼（L。S。Shulman）在美国教师认证制度存在问题的大背景下，所提出的自己关于这些问题的一个对于教师有着重要意义的概念。舒尔曼提出教师应该同时运用专业的学科知识和教育学的知识去理解某一主题的教学是怎样设计组织并最终能够使得学生不同的兴趣和能力都能包容在内。教师专业化发展如今成为教育改革的中心主题之一，特别是随着人们对初等教育的重视度越来越高，更多的人开始重视教师的专业化水平。而教师要提高自身教育教学方面的专业化水平，其实也就意味着教师势必要加强自己对于PCK的了解与把握。PCK对于教师在专业方面的成长起到了非常重要的影响和作用。本研究运用了文献法，个案研究法和访谈法，通过对于个案教师语言领域的现状调查和分析，得出了个案教师对于语言领域教学知识中的语言领域教学法的知识掌握较好，而对于儿童语言学习的知识和领域内容的知识的把握有所欠缺。结合前人经验，提出教师提高自身的PCK，应当及时进行自我反思，建立良好沟通平台，实现专家引领与同伴互助，多观察幼儿的活动等建议。90429

毕业论文关键词：PCK； 幼儿教师； 语言领域； 个案研究

Abstract The field of teaching knowledge (Pedagogical Content Knowledge, referred to as PCK), is the American scholar Shulman (LSShulman) in the United States teacher certification system in the context of the problem, put forward their own on these issues for teachers have a significant concept The Shulman suggests that teachers should use both professional knowledge and pedagogical knowledge to understand how a particular topic of teaching is designed to organize and ultimately enable students to be interested in different interests and abilities。 Teachers' professional development is now one of the central themes of educational reform, especially as people pay more and more attention to primary education, and more people begin to pay attention to the professional level of teachers。 And teachers to improve their own education and teaching aspects of the professional level, in fact, it means that teachers are bound to strengthen their understanding and grasp of PCK。 PCK for teachers in the professional aspects of growth has played a very important impact and role。 This paper uses the literature method, the case study method and the interview method。 Through the investigation and analysis of the status quo of the teacher's language field, it is concluded that the teacher's knowledge of the linguistic field teaching method in the field of teaching knowledge is better The knowledge of children's language learning and the knowledge of domain content are lacking。 Combined with previous experience, put forward teachers to improve their own PCK, should be timely self-reflection, the old teachers to drive new teachers, more observation of children's activities and other recommendations。

  Keyword：PCK； Kindergarten teacher； Language field； Case study

目    录

摘要 I

Abstract II

目录 III

一、导论 1

（一）研究缘起 1

（二）研究意义 2

二、文献综述 3

（一）学科教学知识的提出及其发展 3

（二）学前领域教学知识研究 4

（三）语言（语文）领域下的教学知识研究