CAJ | 학술논문

采用马格努森等人提出的PCK结构框架模型，从有关课程的知识、学生的知识、教学策略的知识三方面，对我国一位典型高中物理教师在“动能和动能定理”一节教学中所展现出来的 PCK 做了细致分析。在此基础上，得出：学科教学知识是学科教师从学生立场出发在特定阶段学科教学视域内思考问题的产物；学科教学知识是一种“群体性知识”，在特定群体内具有一定的可传递性。
채용마격노삼등인제출적PCK결구광가모형，종유관과정적지식、학생적지식、교학책략적지식삼방면，대아국일위전형고중물리교사재“동능화동능정리”일절교학중소전현출래적 PCK 주료세치분석。재차기출상，득출：학과교학지식시학과교사종학생립장출발재특정계단학과교학시역내사고문제적산물；학과교학지식시일충“군체성지식”，재특정군체내구유일정적가전체성。
Magnusson et al propose that the pedagogical content knowledge (PCK)presented by Shulman can be divided into five components:the orientation of teaching,curricular knowledge,knowledge about students,knowledge of instructional strategies and knowledge of learning assessment.Using the structur-al model of PCK proposed by Magnusson,this paper deals with an analysis on the PCK presented in a typi-cal course about “kinetic energy and theorem of kinetic energy”,which is given by a high school physics teacher.This analysis is based on three components of PCK:knowledge of curriculum,knowledge about students and knowledge of learning assessment.The conclusion derived from the analysis is that the PCK is the product of teacher’s consideration about the specific pedagogical perspective from the student’s standing and a kind of group knowledge which has transferability in some specific group.