幼儿园新手型教师与熟手型教师数学领域教学知识个案研究
A Case Study of Mathematics Pedagogical Content Knowledge between Novice Teachers and Skilled Teachers in Kindergarten

20世纪80年代美国的舒尔曼教授提出“领域教学知识”(PCK)这一概念后，PCK研究成为国际社会教师教育研究的热点，教师PCK的发展是推动教师高质量专业成长的重要因素。以幼儿园数学区域活动为切入点，通过观察法、案例分析法、访谈法，对区域活动指导中的四个案例进行研究，从“教学内容知识”、“教学对象知识”以及“教学策略知识”三个方面对比分析新手型教师与熟手型教师的数学领域教学知识(M-PCK)。研究发现，新手型教师在区域活动指导中聚焦操作材料中的知识小点，而看不到整体知识面；聚焦幼儿的一般发展规律，忽略幼儿的个性特征；聚焦区域活动中的教师指导，忽略幼儿主动学习，教学指导缺乏灵活性。建议新手型教师可以从单一到整体，构建完整区域活动知识体系；关注幼儿学习与发展轨迹，注重幼儿个性特征以及学习的个体差异性，有针对性地进行指导；向熟手型教师汲取实践经验，同时学习前沿理论知识，提升个人反思性实践能力，将教学机智逐渐转化为实践智慧。
Since Professor Schulman from the United States proposed the concept of “Pedagogical Content Knowledge” (PCK) in the 1980s, PCK research became a hot topic in teacher education research. The development of teacher PCK is an important factor in promoting teacher professional growth. This study takes kindergarten regional activities as the starting point. Through observation, interview, and case analysis methods, four teaching cases of novice and proficient teachers in the guidance process of regional activities are compared and analyzed from three aspects: “Content Knowledge”, “Teaching Object Knowledge”, and “Strategy Knowledge”. The study found that novice teachers focus on the small points of knowledge in manipulatives but do not see the overall knowledge; focus on children’s general developmental patterns but ignore children’s individual characteristics; focus on teachers’ guidance in area activities but ignore children’s active learning, and lack flexibility in teaching guidance. It is suggested that novice teachers can build a complete knowledge system of area activities from single to whole; pay attention to children’s learning and development trajectories, focus on children’s personality characteristics and individual differences in learning, and provide targeted guidance; learn practical experience from skilled teachers, learn cutting-edge theo-retical knowledge at the same time, improve personal reflective practice, and gradually transform teaching wisdom into practical wisdom.