课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2012年
4期
120~124
,共null页
说课 教师实践知识 知识管理 学科教学知识
說課 教師實踐知識 知識管理 學科教學知識
설과 교사실천지식 지식관리 학과교학지식
lesson plan presentation; teachers＇ practical knowledge; knowledge management; subjectteaching knowledge
目前说课研究面临理论瓶颈，理论分析也往往陷于概念游戏，而教师知识理论则可为说课研究提供新的理论分析视角。一是说课可作为教师实践知识建构的工具；二是教师能在说课中实现知识管理；三是说课应关注学科教学知识（PCK）的建构。
目前說課研究麵臨理論瓶頸，理論分析也往往陷于概唸遊戲，而教師知識理論則可為說課研究提供新的理論分析視角。一是說課可作為教師實踐知識建構的工具；二是教師能在說課中實現知識管理；三是說課應關註學科教學知識（PCK）的建構。
목전설과연구면림이론병경，이론분석야왕왕함우개념유희，이교사지식이론칙가위설과연구제공신적이론분석시각。일시설과가작위교사실천지식건구적공구；이시교사능재설과중실현지식관리；삼시설과응관주학과교학지식（PCK）적건구。
The recent studies on lesson plan presentation have come to a theoretical bottleneck, and often fall into conceptual game. New perspectives for the study on lesson plan presentation can be supported by teacher knowledge theory： firstly, lesson plan presentation can be taken as an instrument for the construction of leachers＇ practical knowledge; secondly, teachers can manage knowledge by lesson plan presentation; lastly, lesson plan presentation should focus on the construction of pedagogical content knowledge （PCK）.
