内容知识 meaning in Chinese
content knowledge
Examples
- An experimental research on teaching in content - knowledge on - writing
写作内容知识教学的实验研究 - That is , the knowledge frame of teacher is made up of eight parts : subject matter knowledge , curriculum knowledge , general pedagogical knowledge , pedagogical content knowledge , knowledge of learners , knowledge of self , knowledge of contexts and knowledge of educational ends and values . with regard to the sources of teacher knowledge , teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self . " the training on service " and " organized professional activities " are more important source , but in comparison with above sources " the experiences as a student " , " training beforce service " and " reading professional books and periodicals " are less important sources
研究得到的主要结论是，提出并阐明了教师知识的理论框架结构模型，即教师的知识结构是由八个部分组成：学科内容知识、课程知识、一般性教学知识、学生知识、教师自身知识、教育情景知识、教育目的及价值知识和学科教学知识；在教师知识的来源上，教师“自身的教学经验和反思”以及“和同事的日常交流”是他们发展自身教学知识的最重要的来源， “在职培训”和“有组织的专业活动”也是比较重要的来源，但是相比之下， “作为学生时的经验” 、 “职前培训”和“阅读专业书刊”则是最不重要的来源；在教师知识应用上，阐述教师知识和教师教学决定的关系；针对新课程的改革，以及教师知识的转换，阐述课程设计与教师教育的有关问题:最后对教师知识的未来发展进行了展望。 - Part three : the comparison of the middle school history curriculum content based on the comparison about the selective standard of content , the proportion of content knowledge and historical idea of content , the study finds out the questions of chinese history curriculum content , such as the question which it emphasizes too the subject system of history knowledge . the study thinks , for the middle school history curriculum content of china , it should be paid attention to knowledge integration and increase the content proportion of civilization history and society history so as to reflect the whole human history . the content should be contacted with students " life and society and benefit to cultivate students " interest and selfhood
三是课程内容的比较研究，通过对课程内容价值取向、课程内容知识比重、课程内容中的历史观的比较，针对中国历史课程内容过于强调历史学科体系，在不同方面、不同时期内容比例不恰当的问题，本研究认为中学历史课程应注重知识的综合性、整合性，强调学科之间的融合与贯通，加大文化史、社会史的内容比例，力求反映人类历史的整体面貌；加强内容与学生生活以及现代社会的联系；关注学生的兴趣和经验，精选学生终身学习必备的基础知识和基本技能。