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在教师专业化的进程中,教师专业标准的提高和专业地位的提升,都需要以教师的知识为作为基础,这在《国家中长期教育改革和发展规划纲要(2010-2020年)》等文件中有着明确的体现。其中,PCK(学科教学知识)作为教师专业知识的核心和最有效部分,作为区分新手教师和专家教师的关键,值得广泛关注。PCK(学科教学知识)为高中物理概念教学提供了一个独特的视角,本文结合笔者自身教学经验,在PCK的视角下以《静摩擦力》为例,为准确针对性地找到学生的困难点,科学有效地采取相应的教学策略,从正确对待学生的前概念和充分揭示概念的本质特征来探讨物理概念教学的对策。
In the process of teachers’ professionalization, the improvement of teachers’ professional standards and professional status need to be based on teachers’ knowledge. According to the documents such as the National Plan for Long-term Education Reform and Development (2010-2020) In a clear manifestation. Among them, PCK (Discipline Teaching Knowledge), as the core and most effective part of teacher’s professional knowledge, deserves extensive attention as the key to distinguish between novice teacher and expert teacher. PCK (Discipline Teaching Knowledge) provides a unique perspective for high school physics concept teaching. This article combines the author’s own teaching experience with “static friction” from the perspective of PCK as an example to find out exactly the difficult points of students in science, science Effectively take the appropriate teaching strategies, from the correct treatment of the students before the concept and the full disclosure of the concept of the nature of the concept to explore the concept of physical education strategies.