Research On Knowledge Transfer Mechanism Between Teaching Researchers And Teachers From The Perspective Of Activity Theory ——Taking Pedagogical Content Knowledge As An Example

The smooth transfer of pedagogical content knowledge is an important goal to carry out teaching and research activities,but in the current teaching and research practice process in China,the effect of pedagogical content knowledge transfer between teaching and research staff and teachers is still not optimistic,and there are disadvantages such as poor transfer technology,low transfer willingness,and discomfort of transfer media.After sorting out the existing relevant research results and field research on practice,it is necessary to re-examine the current teaching and research activities from a systematic perspective,start from the whole of the whole activity,pay attention to the specific activity elements,explore how the teaching knowledge of the subject is transferred,how to transfer,how the effect of transfer.In view of this,the lack of reflection in the current teaching and research activities on the basis of understanding and thinking,combined with the connotation,characteristics,type,using literature research,interview method,case analysis method,the perspective of activity theory teaching knowledge transfer connotation,characteristics,mechanism,practical strategy and other content.Specifically include the following aspects: First,starting from the activity theory,we must recomb the activities and find the logic of the transfer of activity theory and the pedagogical content knowledge concerned in this study.After analysis,the basic view of activity theory and pays attention to culture,history and activities.Activity is not only the activity itself,but also a research paradigm.On this basis,according to the observation of the activity theory,analyze the analysis elements of the pedagogical content knowledge transfer,and construct the activity model of the analysis.Second,the study analyzes the connotation of the transfer from the perspective of activity theory,the contradiction of the activity theory,here,mainly focus on the knowledge of potential difference between the subjects,cultural situation as the background of discipline teaching knowledge,knowledge sharing is the ultimate purpose of discipline teaching knowledge transfer.Through the interpretation of the basic connotation,the basic characteristics of practical and purposeful,constructive and situational,social and subjectivity,bidirectional and conflicting nature of the pedagogical content knowledge transfer under the perspective of activity theory are obtained.Combined with practice,the four types of teaching and research activities to be studied are analyzed.Third,combined with the aforementioned analysis model of pedagogical content knowledge transfer activities,explore the specific transfer situation of four different teaching and research activities,and conduct a comprehensive analysis from the before and after the transfer activities.Fourth,after the in-depth analysis of inquiry-oriented teaching and research activities,competition-oriented teaching and research activities,research and research activities,and observation-oriented teaching and research activities,the transfer mechanism of pedagogical content knowledge is constructed,and there are four aspects of power,conditions,mode and the mechanism of guarantee.Stage and level of teaching knowledge of the four disciplines.Fifth,practice the constructed mechanism,from the motivation,division of labor,rules,intermediary,care for the subject needs,connect knowledge and emotion to stimulate the transfer motivation,consolidate the subject position of teachers,clarify different activity boundaries,cultivate knowledge sharing consciousness to clarify the division of labor,promote the role of transformation,achieve two-way communication between subjects,improve the mental mode of the subject to promote knowledge sharing rules,and with the help of information technology to improve the transfer intermediary.Therefore,the pedagogical content knowledge transfer mechanism under the perspective of activity theory returns to the teaching and research practice.