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首页> 外文期刊>Pedagogy, Culture & Society >Subject-matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge?
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Subject-matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge?

机译：主题教学法是教师的主要知识库，还是应该称为教学内容知识？

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摘要

This paper compares the concepts of 'subject-matter didactics' (Fachdidaktik) with 'pedagogical content knowledge'. The former is based on German didaktik and has a long tradition. The latter was introduced by Lee Shulman in the late 1980s and has no tradition in the same way as its German counterpart. Both of the concepts deal with the same ideas; there are, however, essential differences. Subject-matter didactics is a broader concept also containing value aspects and other curriculum-related characteristics. Pedagogical content knowledge, on the other hand, is more research-oriented although at the same time part of a broader knowledge system. Both concepts are dealt with quite separately in the research literature. Combining the promising aspects of both areas might, in future, lead to new insights.
机译：本文将“主题教学法”（Fachdidaktik）和“教学内容知识”的概念进行了比较。前者是基于德国的didaktik并具有悠久的传统。后者是由李·舒尔曼（Lee Shulman）在1980年代后期引入的，没有与德国同行相同的传统。这两个概念都处理相同的想法。但是，存在本质上的差异。主题教学法是一个更广泛的概念，还包含价值方面和其他与课程相关的特征。另一方面，教学内容知识虽然更广泛的知识体系中的一部分，但更注重研究。研究文献中对这两个概念进行了分别论述。将来将这两个领域的前景结合起来可能会带来新的见解。

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