CAJ | 학술논문

主题式学科教学知识是从最微观的知识层面讨论教师的教学知识。以两位高中化学教师为案例，呈现其具体内容，指出主题式学科教学知识具有不同的教学取向，这是由它的各异性决定的。影响主题式学科教学知识教学取向的因素来自教师信念：一是教师对教学的信念，将影响教师如何制定教学目标、选择教学内容等；二是在科学教育领域中，教师对科学本质的信念，对其形成具有决定性作用。以上两方面的影响因素对于职前教师培养以及教师在职培训议题具有一定的启示。
주제식학과교학지식시종최미관적지식층면토론교사적교학지식。이량위고중화학교사위안례，정현기구체내용，지출주제식학과교학지식구유불동적교학취향，저시유타적각이성결정적。영향주제식학과교학지식교학취향적인소래자교사신념：일시교사대교학적신념，장영향교사여하제정교학목표、선택교학내용등；이시재과학교육영역중，교사대과학본질적신념，대기형성구유결정성작용。이상량방면적영향인소대우직전교사배양이급교사재직배훈의제구유일정적계시。
Topic-specific pedagogical content knowledge is the one that analyzes teaching in the most micro-scope level. The content of topic-specific pedagogical content knowledge of two high school chemistry teachers is presented to reveal their different teaching orientations. Teaching orientation is determined by the differences of topic-specific pedagogical content knowledge. Factors influencing the formation of teaching orientation mainly come from teacher＇s belief, including belief on teaching and belief on the nature of science in the field of science education. These two factors and the process of how they influence the formation of topic-specific pedagogical content knowledge will contribute to the reflection of the practice of pre-service and in-service teacher education.