1) On Pedagogical Knowledge
论教学知识
2) theoretical pedagogical knowledge
理论性教学知识
1.
But researchers often treat them oppositely,divide them into different two parts,and even isolate them with or without consciousness,and forms of division are explicit and tacit,public and personal,researching and teaching,true and kind,which are caused by the mechanical,false,man-made and sheltered of misunderstanding of theoretical pedagogical knowledge and practical pedagogical .
理论性教学知识和实践性教学知识是教学知识领域中的核心概念。
3) Knowledge instruction
知识教学
1.
By analyzing different practice of knowledge instruction which is against the background of quality education and examination-oriented education,this paper makes the basic issue for innovating class teaching in China clear.
"知识教学"是学校教育的基本论题。
4) knowledge teaching
知识教学
1.
Being people-oriented:the orientation of the reform of knowledge teaching;
以人为本:知识教学改革的方向
2.
Reconstructing knowledge teaching: a trend toward the values of association;
重构知识教学:一种交往价值的走向
3.
Analysis and research of efficiency on model of web-based knowledge teaching
网络知识教学模式有效性分析与研究
5) teaching knowledge
教学知识
1.
The reasons to education curriculum caused little effect to the development of teaching knowledge for pre-service mathematics teachers are various,which not only include the reason caused by the aspect of education curriculum,but also cover the reason caused by pre-service mathematics teachers themselves.
教育类课程对职前数学教师教学知识的发展作用欠佳的原因是多方面的,既有教育类课程内容方面的原因,也有职前数学教师自身的原因,此外教授职前教育课程的教师的专业能力、教学方法也是不可忽视的原因。
2.
teachers teaching knowledge status is analyzed through questionnaires and statistics.
采用问卷调查和知识量表统计的方法,对分布在广西的近1300名中学教师进行教学知识的发展现状进行分析,结果表明:教龄因素、学历因素、学校所处地区因素对中学体育教师的教学知识有显著的主效应,根据效应的不同程度,提出合理的解决方案。
3.
Among them,the first three aspects should play a significant role in developing teaching knowledge of math teacher in .
新课程背景下高中数学教师的教学知识主要来源于以下几方面:自我学习和反思、自己的教学实践和经验、同事之间的交流、继续教育培训、职前数学专业和数学教学法培训。
6) pedagogical knowledge
教学知识
1.
Documents, investigations, statistics and logic methods were adopted to examine the structure, influence factors and development channels of pedagogical knowledge of physical education teachers in middle schools.
采用文献法、调查法、数理统计法、逻辑法等方法，对中学体育教师教学知识的结构、影响因素、发展途径等进行了研究。
2.
The focus of its research will transform from macro-dimensions to specific issues,from thinking and deduction to empiricism and theoretical grounds,from single subject to plural research,and from static to dynamic construction of math teachers’ pedagogical knowledge.
20世纪80年代以来,数学教师教学知识的研究中存在两条主线:一是理论取向下数学教学知识的研究;二是实践取向下数学教学知识的研究。
3.
Since the naissance of teacher as a profession,the cognition of pedagogical knowledge has experienced the transformation from the outlook of singularity pedagogical knowledge to the outlook of multiplicity pedagogical knowledge,from the outlook of static structure to the outlook of dynamic creation.
自教师职业诞生以来,人们对教学知识的认识经历了由单一性教学知识观向多元性教学知识观、由静态结构教学知识观向动态生成教学知识观的转变。
补充资料：陈述性／程序性知识
陈述性／程序性知识
declarative-procedural knowledge
陈述性程序性知识(d eelarative一proeeduralknowledge)现代认知心理学所划分的两种基本的知识类型。陈述性知识指知道是什么，即关于事实的知识;程序性知识指知道怎么做，即关于技能的知识。大部分陈述性知识能够用语言表述，而程序性知识却很难被意识到。例如，大多数人知道怎样骑自行车，但不能用语言清楚地表述出来;而3 X4二12则能用语言表述。前者是程序性知识，后者是陈述性知识。认知心理学主要关心这两类知识在头脑中是怎样被表征的。一般认为，陈述性知识有言语、意象和命题三种表征方式，而程序性知识则是由一套产生式系统来表征的。 (谭立海撰粤藕铃审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条