高中英语教师隐性知识的性别差异研究

发布时间：2021-08-24 17:58

　　波兰尼关于隐性知识的研究，引起了教育理论与实践工作者的极大关注，并将其引入到教育活动领域中来。教师的隐性知识，实际上是教师的个人知识。教师的隐形知识对教育教学的影响甚至比显性知识更重要。如果教师不能很好地意识到自身的隐性知识可能对教学活动产生的影响，不能在显性知识和隐性知识之间很好地达成一致和内在的统一，那么，由于这两种知识的脱离、矛盾，将直接导致教师的教育行为无法摆脱经验性与非理性，从而使得教育教学徘徊在陈规陋习之中，进而影响自身的成长与发展。男性和女性在心理特征和认知特点方面有着很大的差异，因此在教师隐性知识领域体现着不同范畴的侧重。在中国，男女英语教师的数量比例极为不均衡，多数学校的女性英语老师的数量远远超过男性英语老师，英语老师的性别差异更应该引起研究者的注意。然而在对教师隐性知识的研究领域中，基于性别差异的研究并不多见，本文旨在通过研究高中男女英语教师在教师隐性知识方面所体现的差异，希望为教师知识以及教师专业发展的研究提供一个新的视角和切入点，并在此基础上分别向高中男女英语教师提出具有针对性的建议，进而有助于提高素质教育背景下的高中英语教学质量。本文的研究以贝姆的性别图式理论... 

【文章来源】：山东师范大学山东省

【文章页数】：95 页

【学位级别】：硕士

【文章目录】：
Contents
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 The Study on Teachers’Implicit KnowledgeAbroad
        1.1.1 The Study on Teachers’Implicit KnowledgeAbroad from 1950s – 1960s
        1.1.2 The Study on Teachers’Implicit KnowledgeAbroad from 1970s – 1980s
        1.1.3 The Study on Teachers’Implicit KnowledgeAbroad from 1990s till now
    1.2 The Study on Teachers’Implicit Knowledge at Home
    1.3 Teachers’ImplicitKnowledgeandTeachers’ProfessionalDevelopment
Chapter Two Theoretical Basis
    2.1 Implicit Knowledge and Teachers’Implicit Knowledge
        2.1.1 Implicit Knowledge
        2.1.2 Teachers’Implicit Knowledge
            2.1.2.1 The Definition of Teachers’Implicit Knowledge
            2.1.2.2 The Categories of Teachers’Implicit Knowledge
    2.2 Related Theories
        2.2.1 Gender Schema Theory
        2.2.2 Androgyny Theoretical Model
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subject
    3.3 Instruments
        3.3.1 The Questionnaire and the Design
        3.3.2 Interviews and the Design
    3.4 Data Collection
Chapter Four Results and Discussions
    4.1 The Current Situation of Senior High School English Teachers’Implicit Knowledg
        4.1.1 Teachers’Educational Belief
        4.1.2 Teachers’Self-knowledge
        4.1.3 Teachers’Interpersonal Knowledge
        4.1.4 Teachers’Situational Knowledge
        4.1.5 Teachers’Strategic Knowledge
        4.1.6 Teachers’Reflective Knowledge
    4.2 The Differences Between Male and Female English Teachers’Implicit Knowledge
        4.2.1 The Differences in Teachers’Educational Belief
        4.2.2 The Differences in Teachers’ Self-knowledge
        4.2.3 The Differences in Teachers’ Interpersonal Knowledge
        4.2.4 The Differences in Teachers’ Situational Knowledge
        4.2.5 The Differences in Teachers’ Strategic Knowledge
        4.2.6 The Differences in Teachers’ Reflective Knowledge
        4.2.7 Summary
    4.3 The Causes of the Differences Between Male and Female Teachers’ Implicit Knowledge
        4.3.1 Teachers’Educational Belief
            4.3.1.1 Male and Female English Teachers’ Respective Achievement Motives
            4.3.1.2 Male and Female English Teachers’ Respective Self-confidence Levels
        4.3.2 Teachers’Self-knowledge
            4.3.2.1 Male and Female English Teachers’ Respective Self-conceptions
            4.3.2.2 Male and Female English Teachers’ Respective Self-efficacy Levels
        4.3.3 Teachers’Interpersonal Knowledge
            4.3.3.1 Male and Female English Teachers’ Respective Cognitions of Emotion
            4.3.3.2 Male and Female English Teachers’ Respective Non-verbal Language Competence
            4.3.3.3 Male and Female English Teachers’ Respective Interpersonal Sensitivities
        4.3.4 Teachers’Situational Knowledge
            4.3.4.1 Male and Female English Teachers’ Respective Creativities
Chapter Five Pedagogical Suggestions
    5.1 Suggestions for Teachers on Teachers’Implicit Knowledge
        5.1.1 Suggestions for Male Teachers on Teachers’Implicit Knowledge
        5.1.2 Suggestions for Female Teachers on Teachers’Implicit Knowledge
    5.2 Suggestions for Teachers’Professional Development in the View of Teachers’ Implicit Knowledge
Conclusion
Bibliography
Appendix I
Appendix II
Appendix III
Acknowledgements
List of Publications


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