ABSTRACT

Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the teacher in relation to children (childhood), teaching, and learning. It refers to the knowledge that defines children and what teachers need to know about children in order to teach effectively. This is in distinction to pedagogical content knowledge which refers to knowledge of subject matter and strategies of delivering or teaching the content of that subject. The argument will be developed by examining a long series of pedagogical documents issued by the Department of Education that elementary school teachers used to guide their practices. It will identify a science of education and child development and psychology that, despite political and cultural change, defined pedagogical knowledge in the elementary schools of Ontario for a period of 60 years. This article will make the case that the Pedagogical knowledge defined in the 1937 Ontario education reforms in the document Programme of Studies for Grades 1–6 of the Public and Separate Schools comprises a history that is distinct and represents a subset of the main patterns of change in the historiography of Ontario education. During the twentieth century elementary schooling in Ontario can be viewed as the result of two discontinuities or epistemic shifts. The first occurred in 1937 with the adoption of a science of education, child development, and psychology as the dominant form of pedagogical knowledge. The second happened in the mid 1990s when most provinces in Canada including Ontario undertook a centrally driven reform of schooling and curriculum and a shift to outcomes-based learning and a pedagogy of measurement. As such, the latter represented a paradigm shift in the aim and intent of elementary schooling, teaching and learning.

摘要

以 1937 年安大略小学改革为例，本文将论证将教育学知识视为教育史上一个独特的对象。在这种情况下，教学知识是指教与学的概念和规范方面，旨在为教师关于儿童（儿童）、教学和学习的决策提供信息。它指的是定义儿童的知识以及教师为了有效地教学而需要了解的关于儿童的知识。这与教学内容知识不同，教学内容知识指的是主题知识以及交付或教授该主题内容的策略。该论点将通过检查教育部发布的一系列教学文件来发展，这些文件由小学教师用来指导他们的实践。它将确定一门教育、儿童发展和心理学科学，尽管政治和文化发生了变化，但它在安大略省的小学中定义了 60 年的教学知识。本文将说明 1937 年安大略省教育改革中定义的“公立和独立学校 1-6 年级学习计划”文件中定义的教学知识包含一段独特的历史，并代表了主要变化模式的一个子集在安大略教育史学中。在 20 世纪，安大略省的小学教育可以被视为两个不连续性或认知转变的结果。第一次发生在 1937 年，当时采用了教育科学、儿童发展和心理学作为教学知识的主要形式。第二次发生在 1990 年代中期，当时包括安大略省在内的加拿大大多数省份都进行了集中推动的学校教育和课程改革，并转向基于成果的学习和测量教学法。因此，后者代表了小学教育、教学和学习的目标和意图的范式转变。第二次发生在 1990 年代中期，当时包括安大略省在内的加拿大大多数省份都进行了集中推动的学校教育和课程改革，并转向基于成果的学习和测量教学法。因此，后者代表了小学教育、教学和学习的目标和意图的范式转变。第二次发生在 1990 年代中期，当时包括安大略省在内的加拿大大多数省份都进行了集中推动的学校教育和课程改革，并转向基于成果的学习和测量教学法。因此，后者代表了小学教育、教学和学习的目标和意图的范式转变。