职前英语教师知识的调查研究

发布时间：2018-08-17 16:53

【摘要】：我国英语新课程改革对英语教师的知识水平提出了更高的要求,因此英语教师教育问题受到越来越多的关注。英语教师的知识水平决定了英语教学的质量和学生的发展。在费斯勒和克里斯坦提出的教师职业生涯八阶段理论中,处于第一阶段的是职前准备阶段。因此,职前教师教育阶段起着关键性的作用,直接影响英语教师职后的教学实践能力。作者采用舒尔曼关于教师知识的分类,将英语教师知识分为：学科专业知识、一般教学理论知识、学科教学知识、课程知识、关于学生的知识、教育情境知识和教育理念、价值知识。本文采用问卷调查和访谈两种研究工具对广西师范大学和广西师范学院的124名英语教育方向的大四学生进行调查,旨在了解职前英语教师对教师知识的掌握现状。本研究首先通过问卷了解职前英语教师对教师知识的掌握情况,接着通过访谈了解职前英语教师对教师知识的真实想法和感受,从中得出教师知识构建存在的问题和原因。研究发现：(1)职前英语教师的课程设置不合理,课程偏重英语专业知识而忽视了教育教学知识,课程设置有待改进；(2)职前英语教师的实践性知识不足,在大学中他们更注重理论知识的学习,只有在大四才有教育实习机会,实践机会不多。(3)职前英语教师在学习中处于被动的地位,不能积极主动地学习,从而影响对教师知识的掌握。基于研究中发现的这些问题,作者从课程设置、教育实践、主体性学习等几个方面提出一些针对性的建议,旨在帮助职前英语教师建构合理的教师知识。本文分为六大部分：第一部分为本研究的背景、目的和意义；第二部分主要介绍本研究的理论基础和英语教师知识的相关文献综述；第三部分是关于研究工具的介绍;第四部分为研究结果分析,通过问卷和访谈的结果得出职前英语教师对教师知识的掌握现状。第五部分是研究发现与建议,作者根据问卷和访谈的结果总结出发现的问题,并提出一些建议。最后一部分是对整篇论文的概况总结。
[Abstract]:English teachers'knowledge level determines the quality of English teaching and the development of students. In the eight-stage theory of teachers' career put forward by Fissler and Christian, it is in the first place. The first stage is the pre-service preparation stage. Therefore, the pre-service teacher education stage plays a key role, directly affecting the post-service teaching practice ability of English teachers. About students' knowledge, education situation knowledge and education idea, value knowledge.
This paper investigates 124 senior students of English education in Guangxi Normal University and Guangxi Normal University by means of questionnaires and interviews in order to find out the present situation of pre-service English teachers'mastery of teachers' knowledge. Through interviews with pre-service English teachers, the author finds out the problems and reasons of teachers'knowledge construction. The findings are as follows: (1) the curriculum of pre-service English teachers is unreasonable, the curriculum lays particular stress on English professional knowledge but neglects the knowledge of education and teaching, and the curriculum needs to be improved; (2) the pre-service English teachers' knowledge construction needs to be improved. Teachers'practical knowledge is insufficient, and they pay more attention to the study of theoretical knowledge in universities. Only in their senior year can they have the opportunity of teaching practice, and there are few opportunities for practice. (3) Pre-service English teachers are in a passive position in their study, and can not actively study, thus affecting the mastery of teachers' knowledge. In order to help pre-service English teachers construct reasonable teacher knowledge, some suggestions are put forward from the aspects of curriculum, educational practice and subjective learning.
This paper is divided into six parts: the first part is the background, purpose and significance of the study; the second part mainly introduces the theoretical basis of the study and the relevant literature review of English teachers'knowledge; the third part is the introduction of research tools; the fourth part is the analysis of the results of the study, through the results of questionnaires and interviews to obtain pre-service English. The fifth part is the research findings and suggestions. The author summarizes the problems and puts forward some suggestions according to the results of questionnaires and interviews. The last part is a summary of the whole paper.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G655.5;H319

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