PCK

PCK is the conversion of content knowledge in the teaching process .

学科教学知识即PCK是学科知识在教学过程中的转换形式，是特定的教学内容与特定教学方法的整合。

PCK is the kernel of teachers ' knowledge system .

PCK是教师知识体系的内在核心。

A Case Study of PCK Comparison of High School Novice and Experienced Teacher

高中数学新教师与经验教师PCK比较的个案研究

For example , how to build up and develop PCK ?

例如：PCK是如何构建、如何发展的？

PCK & The Most Effective Knowledge of Teaching

PCK&使教学最有效的知识

Teachers ' pedagogical content knowledge ( PCK ) is a new focus of teacher research .

教师学科教学知识（PedagogicalContentKnowledge）是教师研究的新焦点。

Zhujiang Steel Pipe Co. Ltd. ( PCK ): rising by development

珠江钢管公司在发展中崛起

Developing Pedagogical Content Knowledge ( PCK ) in Pre-service EFL Teacher Education Curriculum

在英语师范教育课程中培养学科教学知识

PCK of preschool teachers stays on the surface level .

幼儿教师的PCK停留在表面水平。

Therefore , concerned with kindergarten teachers ' mathematics pedagogical content knowledge ( PCK ) is extremely important .

因此，关注幼儿教师的数学学科教学知识（PCK）则显得尤为重要。

Two central components of PCK are : overarching conceptions of subject teaching , learning and teaching knowledge of specific topic .

PCK的主要成分有两种：教师学科教学的统领性观念和特定课题的学与教的知识。

It is noteworthy that the topic-specific PCK of specific teachers is the emphasis of future study .

值得注意的是，特定教师群体的特定主题PCK是日后研究的生长点。

Therefore , the in-depth study of different teachers in different disciplines PCK for promoting professional development is of great significance for the quality of education .

因此，深入研究不同学科不同教师的PCK对推进教师专业发展，提高教育质量具有重要的意义。

The novice and expert teachers , PCK and PCK development , and the current situation about research of foreign language teachers .

对新手教师与专家教师、PCK及其发展以及我国外语教师PCK的研究现状进行了分析，为研究提供理论基础。

PCK is the abbreviation of " Pedagogical Content Knowledge ", and is the most effective knowledge of teaching in teacher 's knowledge category .

PCK是学科教学知识（PedagogicalContentKnowledge）的简称，是教师知识范畴中使教学最有效的知识。

The nature of PCK of teachers is that translate their academic knowledge into the students ' knowledge , emphasizing its transformative .

PCK的本质是教师将自己的学科知识转化为学生的知识，强调其转化性。

Teachers ' PCK means teacher 's knowledge about how to process and transform the subject content knowledge to their students in a comprehensible form to their students .

教师PCK是教师关于如何将自己所知道的学科内容以学生易理解的方式加工、转化给学生的知识。它具有与内容相关；

The mid-1980s , the U.S. Professor Shulman put forward the concept of pedagogical content knowledge ( called PCK for short ) .

20世纪80年代中期，美国舒尔曼（Shulman）教授提出学科教学知识（简称PCK）的概念。

In the quantitative research , data and methods of this thesis came from the study of Shanghai kindergarten teachers ' PCK conducted by Chen ( 2010 ) .

本研究的量化数据采用了陈杰琦（Chen，2010）所主持的上海市幼儿园教师学科教学知识研究课题中的数据和分析方法。

From the beginning of knowledge basement for teaching , this paper analyzes the origin , connotation and feature of PCK and PCKg .

文章从教学的知识基础出发，分析了学科教学知识以及学科教学认知概念的来源、内涵及特征。

Pedagogical content knowledge ( PCK ) is the core of teacher professional knowledge , which is an important basis to distinguish from teachers and other course experts .

其中学科教学知识（PCK）是教师专业知识的核心，是教师区别于其他学科专家的重要依据。

Therefore , this study puts forward that PCK is adynamic concept , which is co-influenced by personal , cultural and contextual factors .

因此，本研究提出PCK要素的构成是一个动态的概念，它因人而异，与文化及环境因素密切相关。

PCK make the difference between different groups , reflect the integration of teaching content and pedagogy . It distinguishs the experts and teachers in a different field of knowledge .

PCK确定了教学与其他学科不同知识群，体现了学科内容与教育学科的整合，是最能区分学科专家与教师的不同的一个知识领域。

The main contributions are as follows : 1 . PCK of language areas of Shanghai early childhood teachers of four teaching stages is overwhelmingly in general and limited level .

得出主要发现如下：1.目前上海市四个教龄段的幼儿教师PCK整体上均处于笼统有限的水平。

The water absorption ratio of high strength concrete after fire measured by PCK method was used to evaluate the permeability of concrete after fire and the moisture diffusivity at high temperature .

采用PCK法测量了高强混凝土受火后的吸水率，用以表征混凝土受火后的渗透性及高温时的温扩散能力。

This paper mainly described the effect of the different equilibrium time on cryopreservation of PCK cells when dimethylsulphoxide ( DMSO ) was used as the cryoprotectant .

主要阐述了在以二甲亚砜为抗冻剂，不同的4℃平衡时间对PCK细胞低温保存的影响。

Teachers ' PCK is a unique kind of teaching experience , which is also the core of teachers ' personal knowledge . Moreover , PCK has a very complex structure .

PCK是教师独有的教学经验，是教师知识的核心，且具有极复杂的结构。

In a particular lesson , threelevels of PCK co-exist but the topic PCK should be the key in the study .

在一个课例中，尽管三个层面的PCK共存于其中，但研究应聚焦在课例中的话题PCK。

This research is a comparative study on Chinese and American science teachers ' PCK , aimed to open a new perspective of teacher knowledge research , providing a useful framework for teacher education .

本研究是一项以教师的PCK为核心的中美比较研究，旨在为我国教师知识研究开启新视角，为教师教育提供有用框架。

Plan analysis , classroom observation , interviews and other means are used to collect data on the junior high school English teachers , novice and expert teachers PCK compared and analyzed .

本文采取质的研究方式，通过文本分析、课堂观察、访谈等手段搜集数据资料，对初中英语新手教师与专家教师的PCK进行比较与分析。