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本文基于文献研究系统梳理学科教学知识(PCK, Pedagogical Content Knowledge)理论的国际演进：从舒尔曼提出“学科与教学法融合”的奠基性概念，到马格努森五要素模型、帕克五边形交互模型，最终发展为整合动态系统观的“精炼共识模型”(RCM,Refine Consensus Model)。以PCK理论为基础，构建教学实践与PCK发展的关联框架，以“计划-实施-反思”循环为核心，揭示了教师知识转化与教学推理的动态机制。工具驱动的反思实践为教师PCK发展提供了结构化路径，未来需深化动态系统观与混合方法的融合，推动PCK显性化工具开发及本土化适配，为素养导向课程改革提供支持。
Abstract：This article systematically reviews the international evolution of the Pedagogical Content Knowledge(PCK) theory based on literature research: from Schulman′s foundational concept of "integration of disciplines and teaching methods", to the Magnussen′s five element model and Parker′s pentagon interaction model, and ultimately to the "Refined Consensus Model"(RCM) that integrates the dynamic systems view. Based on the PCK theory, a correlation framework between teaching practice and PCK development is constructed with the "planning-implementation-reflection" cycle as the core, revealing the dynamic mechanisms of teacher′s knowledge transformation and teaching reasoning. The tool-driven reflective practice provides a structured pathway for the development of teacher PCK. In the future, it is necessary to deepen the integration of dynamic system view and mixed methods, promote the development and localization adaptation of explicit PCK tools, and provide support for the reform of competency-oriented curriculum.
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基本信息:
DOI：
中图分类号:G633.98
引用信息:
[1]弭乐,李振文.科学教师PCK研究的国际演进与实践路径[J].山东师范大学学报(自然科学版),2025,40(04):377-384.
基金信息:
江苏省教育科学“十四五”规划重点课题资助项目(B-b/2024/01/218); 全国教育科学规划国家青年课题资助项目(CHA230312)