高中英语新手教师与经验教师PCK比较的个案研究

发布时间：2018-02-14 02:57

本文关键词： 新手教师经验教师 PCK 高中英语教学　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：学科教学知识（Pedagogical Content Knowledge）即PCK，是教学实践中学科内容知识与教育理论知识的整合。它是教师专业知识的核心,是最能区分学科经验教师与普通教师不同的知识。因此，深入探讨不同学科不同教师群体的PCK对促进教师专业发展，提升整体教育水平具有重要的意义。本研究对高中英语新手教师和经验教师PCK进行比较，既能让人们更好地理解高中英语教师教学所应具备的专业知识，又有利于帮助新手教师尽快适应教学工作。本研究选取临沂市某高中任教高一英语的一位新教师和有着15年教龄的经验教师，以两位教师对高中英语必修一Unit5Nelson Mandela的实施过程为研究载体，，运用文本分析法、课堂观察法、访谈法等方法搜集资料，对高中英语新手教师与经验教师的PCK进行比较分析。研究结果表明，在英语教学目的观方面，高中英语新手教师主张英语教学目的的双重性，即语言知识技能与文化情感的双重提升；而经验教师更注重语言知识技能的掌握，更看重学生的学业成绩。在英语教学内容知识方面，新手教师和经验教师对教学重难点的把握基本一致，但经验教师较新手教师对教学内容的把握更具整体性和系统性，新手教师则更注重文化背景知识的教学。在关于学生知识方面，丰富的教学经验使得经验教师对高中生的身心特点、现阶段知识水平有充分准确的了解，因此能较为准确地预知学生潜在的学习困难，并采用恰当的表征形式。新手教师对学生了解不充分，教学表征不恰当，影响教学效果。在教学策略方面，经验教师由于能较为准确的把握教学内容、学生的情况，所以在导入、教学内容呈现、课堂互动、巩固等方面采取的策略更具衔接性和实效性而新手教师由于把握学情不准确，因此课堂导入生硬、教学内容的呈现比较混乱、课堂互动策略不科学、巩固策略不注意衔接性和实效性，进而导致整个课堂教学效果不够理想。因此从整体上看，高中英语经验教师的PCK明显优于新手教师。最后，分别提出促进其PCK提升的可行性建议。对促进高中英语新手教师PCK的发展，实现自身的专业成长有以下建议：（1）树立并坚守先进的教育理念，建立充分的教学自信；（2）丰富完善学科知识结构，优化教学表征；（3）发挥教研组的作用，加强专业沟通与交流；（4）适时地系统反思教学实践。虽然总体上高中英语经验教师的PCK高于新手教师，但仍需进一步提升以适应不断发展的教学需要，高中英语经验教师提升自身的PCK可通过以下途径：（1）学习完善教育理论知识，实践新课程基本理念；（2）全面完善自己的学科知识体系（3）关注英语教学前沿研究。
[Abstract]:Pedagogical Content knowledge is the integration of subject content knowledge and educational theory knowledge in teaching practice. It is the core of teachers' professional knowledge and the knowledge that distinguishes the subject experienced teachers from the ordinary teachers. It is of great significance to probe into the PCK of different subjects and different groups of teachers in order to promote the professional development of teachers and improve the overall educational level. This study compares the PCK between novice English teachers and experienced teachers in senior high school. It can not only help people understand the professional knowledge of English teachers in senior high school, but also help novice teachers adapt to the teaching work as soon as possible. This study selects a new teacher who teaches senior English in a senior high school in Linyi City and an experienced teacher who has 15 years of teaching experience, taking the implementation process of Unit5Nelson Mandela, a compulsory high school English course, as the research carrier, using text analysis method and classroom observation method. The PCK of novice English teachers and experienced teachers in senior high school were compared and analyzed by means of interview and other methods. The results show that the novice English teachers in senior high school advocate the duality of English teaching aims, that is, the dual promotion of language knowledge and cultural emotion, while the experienced teachers pay more attention to the mastery of language knowledge and skills. In the aspect of English teaching content knowledge, novice teachers and experienced teachers have the same grasp of the important and difficult points of teaching, but the experienced teachers are more holistic and systematic than the novice teachers in grasping the teaching contents. On the other hand, novice teachers pay more attention to the teaching of cultural background knowledge. In terms of students' knowledge, rich teaching experience enables experienced teachers to have a full and accurate understanding of the physical and mental characteristics of high school students, and the current level of knowledge. Therefore, it can accurately predict the students' potential learning difficulties and adopt appropriate representation form. The novice teachers do not know enough about the students, the teaching representation is not appropriate, and the teaching effect is affected. Because the experienced teachers can grasp the teaching content and the students' situation accurately, the strategies adopted in the aspects of introduction, teaching content presentation, classroom interaction, consolidation and so on are more cohesive and effective, while the novice teachers are not accurate because of grasping the learning situation. Therefore, the classroom introduction is stiff, the presentation of teaching content is relatively confused, the classroom interaction strategy is not scientific, the consolidation strategy does not pay attention to cohesion and effectiveness, which leads to the overall classroom teaching effect is not ideal. The PCK of experienced English teachers in senior high school is obviously superior to that of novice teachers. Finally, the paper puts forward some feasible suggestions on how to promote the promotion of PCK. It has the following suggestions to promote the development of PCK, the professional growth of English novice teachers in senior high school, and to establish and adhere to the advanced educational concept. (2) to enrich and perfect the knowledge structure of the subject, to optimize the teaching representation and to give full play to the role of the teaching and research group, Strengthening professional communication and communication. (4) timely and systematic reflection on teaching practice. Although the PCK of experienced English teachers in senior high school is higher than that of novice teachers, it still needs to be further improved to adapt to the developing teaching needs. English teachers in senior high school can improve their PCK through the following ways: 1) learn to perfect the educational theory knowledge, and 2) improve their knowledge system of the new curriculum in an all-round way) pay close attention to the research on the front line of English teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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