{"title":"学科教学知识（SDK）。基于学科教育（SME）功能和个人层面理论的启发式模型及其实证意义","authors":"Horst Bayrhuber, Volker Frederking","doi":"10.1080/00220272.2024.2318736","DOIUrl":null,"url":null,"abstract":"Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications\",\"authors\":\"Horst Bayrhuber, Volker Frederking\",\"doi\":\"10.1080/00220272.2024.2318736\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...\",\"PeriodicalId\":47817,\"journal\":{\"name\":\"Journal of Curriculum Studies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Curriculum Studies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00220272.2024.2318736\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Curriculum Studies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00220272.2024.2318736","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
关于教师专业知识的实证研究，世界各国大多参照李-舒尔曼（Lee S. Shulman）提出的 "教学内容知识"（PCK）这一概念。在 "Cons...
Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications
Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...
期刊介绍：
Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.
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