新手型初中化学教师学科教学知识（PCK）案例研究

发布时间：2018-06-29 22:38

本文选题：PCK + 新手型教师　；参考：《湖南师范大学》2015年硕士论文

【摘要】：学科教学知识(PCK)是由美国Shulman教授提出来体现教师专业特色的一类知识。PCK是教师知识的核心组成,是教师专业发展的重要部分。实际教学中教师面对的学生有明显差异、教学内容主题不尽相同,为了使学生更好理解和掌握学科知识,教师使用的教学策略和知识表征方式也会有所差别。PCK则代表了教师将学科知识转化成学生容易理解形式的知识和能力,新手型教师在专业发展过程中,PCK的结构在不断优化,水平在不断提高。本文采取案例研究的方法,选取了3位新手型初中化学教师和1位经验型教师作为研究对象。为了对他们的PCK进行比较深入考察,收集和分析了4位教师的访谈调查、课堂观察和教学文本等数据。试图解答三个问题:(1)化学教师PCK是什么?其构成要素有哪些?(2)在具体化学课题的教学中新手型教师和经验型教师具有怎样的PCK?有何特点和差异?(3)影响新手型教师PCK形成、发展的主要因素有哪些?研究结论:1、新手型化学教师和经验型化学教师PCK之间存在差异,体现在化学教学取向、化学课程知识、关于学生对化学理解知识、化学教学策略知识以及评价学生化学学习知识上面有差异。与经验型教师相比,新手型教师PCK具有以下特点:(1)能认同和自觉实践新课程教学理念,但是教学实践中由于经验不足等原因倾向于教师调控讲授为主的课堂教学;(2)课程知识比较丰富,能把握核心教学内容。但是认识不够深刻,主要从显性知识层面认识教学内容,对知识背后的思维观念,过程方法等认识不足,过于关注知识与技能的目标;(3)对学生已有的知识经验和可能存在的困难有一定认识,但是对产生困难的原因理解不深刻;(4)有较丰富的教学活动和表征方式帮助学生学习,但是让学生参与的意识和手段欠缺,利用学生思维针对性选择教学策略有待加强;(5)评价方法主要是纸笔测验,侧重于学生知识的掌握,对于学生课堂学习情况缺乏即时评价。2、影响新手型教师PCK发展的因素依次基于实践的专业学习、教学反思和改进、理解学生、向优秀教师学习、以教研组为单位的教研活动。最后,根据PCK的内涵和实证结果,提出了相应的发展建议。
[Abstract]:Subject teaching knowledge (PCK) is a kind of knowledge which is put forward by American professor Shulman to reflect teachers' professional characteristics. PCK is the core component of teachers' knowledge and an important part of teachers' professional development. In order to make the students better understand and master the subject knowledge, there are obvious differences between the students in actual teaching, and the contents of the teaching contents are not the same. The teaching strategies and knowledge representation methods used by teachers will also be different. PCK represents the teachers' knowledge and ability to transform subject knowledge into students' easy-to-understand form, and the structure of PCK is constantly optimized by novice teachers in the process of professional development. The level is rising. In this paper, three new junior middle school chemistry teachers and one experiential teacher are selected as the object of study by the method of case study. In order to investigate their PCK, the data of interview, classroom observation and teaching text of 4 teachers were collected and analyzed. Try to answer three questions: (1) what is the chemistry teacher PCK? What are the elements of PCKs? (2) what PCKs do novice and experiential teachers have in the teaching of specific chemistry topics? What are the characteristics and differences? (3) what are the main factors affecting the formation and development of PCK for novice teachers? The conclusion of the study is that there are differences in PCK between novice chemistry teachers and empirical chemistry teachers, which are reflected in chemistry teaching orientation, chemistry curriculum knowledge, students' understanding of chemistry. There are differences in the knowledge of chemistry teaching strategies and the evaluation of students' chemistry learning knowledge. Compared with empirical teachers, PCK of novice teachers has the following characteristics: (1) can identify with and consciously practice the new curriculum teaching concept, However, due to the lack of experience in teaching practice, teachers tend to adjust and control the teaching of the classroom teaching mainly; (2) the curriculum knowledge is relatively rich, can grasp the core teaching content. But the understanding is not deep enough, mainly from the explicit knowledge level to know the teaching content, to the knowledge behind the thinking idea, the process method and so on understanding insufficiency. Pay too much attention to the goal of knowledge and skills; (3) have some knowledge of the knowledge, experience and possible difficulties of the students, but do not have a deep understanding of the causes of the difficulties; (4) there are rich teaching activities and representations to help students learn, However, there is a lack of awareness and means to enable students to participate, and the choice of teaching strategies by means of students' thinking needs to be strengthened; (5) the evaluation method is mainly paper and pen tests, with emphasis on the mastery of students' knowledge. The factors influencing the development of PCK of novice teachers are practice-based professional learning, teaching reflection and improvement, understanding students, learning from excellent teachers, teaching and research activities based on teaching and research group. Finally, according to the connotation of PCK and empirical results, the corresponding development suggestions are put forward.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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