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回归PCK概念本源：职前体育教师PCK模型构建及职前培养课程内容设计启示

Returning to the Essence of the PCK Concept: Construction of a PCK Model for Pre-service Physical Education Teachers and Insights for Pre-service Training Curriculum Design

中国体育研究 / 2024,6(4)：542-550 / 2024-12-24 16 48

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• 作者： 李政¹      何大伟²      董欣仪²      邓万金²     
• 单位：

  1．深圳大学教育学部，深圳；
  2．深圳大学体育学院，深圳

• 关键词： PCK模型；职前体育教师；扎根理论；课程内容设计
• PCK Model; Pre-service physical education teachers; Grounded theory; Curriculum content design
• 摘要： PCK是教师教育领域重要概念，亦是高质量教学的基础保障。本文运用文献资料法、逻辑分析法，通过程序化扎根理论，选取15名职前体育教师为访谈对象，并归纳25篇相关文献作为原始资料，经三级编码构建了职前体育教师PCK结构要素模型。该模型包括1个核心范畴、3个主范畴、11个副范畴。通过对模型中“关于学科内容的知识”“关于教学策略的知识”和“关于学生的知识”进行分析，旨在厘清PCK结构模型与体育教师教育课程之间的关系，并基于此设计培养课程内容。结果表明，当前职前体育教师培养课程内容需改革体育课程模块内容，增加PCK课程比例；拓宽体育课程实践教学环节，增加实践课程比例；及时调整教师教育类课程内容，增加案例教学课程比例；明确术科课程的课程属性，转变技术类课程教学理念。
• PCK is an important concept in the field of teacher education and serves as a fundamental guarantee for high-quality teaching. This study employs the methods of literature review and logical analysis, utilizing a procedural grounded theory approach. Fifteen pre-service physical education teachers were selected as interview subjects, and 25 related articles were summarized as primary data. Through three levels of coding, a structural model of PCK elements for pre-service physical education teachers was constructed. The model consists of one core category, three main categories, and eleven subcategories. By analyzing “knowledge about subject content”, “knowledge about teaching strategies”, and “knowledge about students” within the model, the study aims to clarify the relationship between the PCK structural model and physical education teacher education curricula, and to design training course content based on this analysis. The results indicate that the current pre-service physical education teacher training curriculum needs to reform the content of the physical education course module by increasing the proportion of PCK (Pedagogical Content Knowledge) courses; expand the practical teaching components of physical education courses by increasing the proportion of practical courses; promptly adjust the content of teacher education courses by increasing the proportion of case-based teaching courses; clarify the course attributes of technical courses and shift the teaching philosophy of skillbased courses.
• DOI： https://doi.org/10.35534/scps.0604056
• 引用： 李政，何大伟，董欣仪，等．回归PCK概念本源：构建职前体育教师PCK框架及其对培养课程内容设计的启示［J］．中国体育研究，2024，6（4）：542-550．