考察一位科学教师的学科教学知识：基于替代性映射法的成分间互动研究

摘要

本研究考察一位科学教师在讲授七年级物理主题——功／能与简单机械——的过程中，其学科教学知识（pedagogical content knowledge, PCK）各成分之间的互动，旨在揭示这些成分如何相互关联并影响教学实践，尤其是在面向资优学生的教学情境之中。研究采用质性研究设计，以课堂观察为主要数据来源，运用替代性映射法（Alternative Mapping Approach, AMA）分析 PCK 成分的互动——该方法是对 Park 和 Chen（2012）映射法的改造；并以内容分析和持续比较法对数据加以阐释，进而构建细致的 PCK 互动图。研究得到四项主要发现：第一，PCK 互动图具有主题特异性，在复杂度与结构上彼此不同；第二，学生相关因素——如学习困难、错误概念以及资优学习者的特征——显著影响了教师的教学决策；第三，教师的教学策略知识在发起互动中居于核心地位，而学生知识则在应对教学挑战时至关重要；第四，情境因素，尤其是资优学生的需求，促成了拓展性活动，这些活动展现出课程知识与其他 PCK 成分之间的动态互动。本研究引入替代性映射法这一新工具，用以捕捉 PCK 成分互动的复杂性与先后次序，为 PCK 研究作出贡献；同时表明，在理解 PCK 于真实课堂中如何被实施时——尤其是面向资优学习者的差异化教学——必须重视情境维度与质性维度。

Abstract

This study investigates the interaction of a science teacher's pedagogical content knowledge (PCK) components during the instruction of seventh-grade physics topics—work/energy and simple machines. It aims to explore how these components interconnect and influence instructional practices, particularly in the context of teaching gifted students. The study employed a qualitative research design, using classroom observations as the primary data source. It utilized the Alternative Mapping Approach (AMA), an adaptation of Park and Chen's (2012) mapping-out method, to analyze PCK interactions. Content analysis and the constant comparative method were applied to interpret the data and construct detailed PCK interaction maps. The study yielded four key findings. First, PCK interaction maps are topic-specific and differ in complexity and structure. Second, student-related factors—such as learning difficulties, misconceptions, and characteristics of gifted learners—significantly influenced pedagogical decisions. Third, the teacher's knowledge of instructional strategies played a central role in initiating interactions, while knowledge of learners was crucial in addressing instructional challenges. Lastly, contextual factors, particularly the needs of gifted students, required enrichment activities that demonstrated dynamic interactions between knowledge of curriculum and other PCK components. This study contributes to PCK research by introducing the Alternative Mapping Approach (AMA) as a novel and effective tool for capturing the complexity and sequence of PCK component interactions. It highlights the importance of considering contextual and qualitative dimensions in understanding how PCK is enacted in real classroom settings, particularly in differentiated instruction for gifted learners.