朝鲜族小学英语教师学科教学知识发展问题与对策研究

发布时间：2018-02-15 07:53

本文关键词： 朝鲜族小学英语教师学科教学知识(PCK) 现状调查　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：Shulman在1986年首次提出学科教学知识(PCK)的概念,对其内涵做了具体的界定,随后有众多的研究者围绕这一概念进行了不同学科的研究。而研究学科教学知识的目的就是实现学科教学知识的转化,把教师的教学内容转化为学生的学习内容,把教师已有的学科知识转化为学生的知识。目前,有关小学英语教师PCK的相关研究相对匮乏,而有关朝鲜族小学英语教师的PCK研究已引起了我国学者的关注,但至今未见相关研究成果,该领域的研究亟待加强。因此,本研究拟在测查延吉市朝鲜族小学英语教师PCK发展现状的基础上,找出目前朝鲜族小学英语教师PCK发展中存在的问题和影响因素,并进而提出相应的应对措施。本研究以延吉市7所朝鲜族小学的45名英语教师为研究对象,对其做了问卷调查,并选取部分教师进行了访谈和观察研究,从PCK发展总体水平、学科教学内容知识、小学生学习特征知识、小学英语课程知识、一般英语教学法知识等五个方面全面分析了被试目前PCK发展的现状、特点与成因,并从教龄、教师学缘结构、科研能力、教学反思能力等四个方面就不同群体教师的PCK发展水平进行了对比研究,研究结果如下:1.目前延吉市朝鲜族小学英语教师的PCK发展总体水平较高,其中,一般英语教学法知识的发展水平最高,而学科教学内容知识的发展水平最低。2.新手型教师学科教学内容知识、小学生学习特征知识、小学英语课程知识和一般英语教学法知识等四个维度知识的发展水平都低于熟手型和专家型教师,但这种差异并不显著。3.师范或非师范类毕业的教师在学科教学内容知识、小学生学习特征知识、小学英语课程知识和一般英语教学法知识等四个维度上均不存在显著性差异。4.科研能力较高的教师在小学生学习特征知识、小学英语课程知识和一般英语教学法知识等三个维度上的发展水平都高于科研能力较低的教师,且这种差异为显著性差异。5.不同教学反思能力的教师在学科教学内容知识、小学生学习特征知识、小学英语课程知识和一般英语教学法知识等四个维度的发展水平上均不存在显著性差异。研究建议:1.优化师范院校课程设置,强化英语学科课程知识;2.完善师范院校教育实习,突出学科教学知识转化;3.制定教师职后培训方案,持续发展学科教学知识;4.营造浓厚教育科研氛围,努力更新学科教学知识;5.强化英语教师合作交流,力求优化学科教学知识;6.加强教师自身专业发展,全面建构学科教学知识。
[Abstract]:In 1986, Shulman put forward the concept of subject teaching knowledge for the first time, and defined its connotation concretely. Then a lot of researchers have carried on the research of different subjects around this concept, and the purpose of studying the subject teaching knowledge is to realize the transformation of the subject teaching knowledge, and to transform the teacher's teaching content into the students' learning content. At present, the relative research on PCK of primary school English teachers is relatively scarce, while the PCK research on Korean elementary school English teachers has attracted the attention of Chinese scholars. However, there are no related research results, and the research in this field needs to be strengthened. Therefore, this study is based on the survey of the PCK development of Korean primary school English teachers in Yanji city. To find out the existing problems and influencing factors in the development of PCK in Korean primary schools, and then put forward the corresponding countermeasures. This study takes 45 English teachers in 7 Korean primary schools in Yanji as the research object, and makes a questionnaire survey on them. Some teachers are selected to conduct interviews and observations, from the overall level of PCK development, subject teaching content knowledge, primary school students' learning characteristics knowledge, primary school English curriculum knowledge. This paper comprehensively analyzes the present situation, characteristics and causes of the development of PCK from five aspects, such as the knowledge of the general English teaching method, and analyzes the teaching age, the structure of the teacher's learning edge, the ability of scientific research, and so on. This paper makes a comparative study on the PCK development level of different groups of teachers from four aspects, such as teaching reflective ability. The results are as follows: 1. At present, the PCK development level of Korean primary school English teachers in Yanji is relatively high, among which, The development level of general English teaching method knowledge is the highest, while the development level of subject teaching content knowledge is the lowest. The development level of the four dimensions of primary school English curriculum knowledge and general English teaching method knowledge is lower than that of proficient and expert teachers, but the difference is not significant. There is no significant difference in the four dimensions of primary school students' learning characteristics knowledge, primary school English curriculum knowledge and general English teaching method knowledge. The development level of primary school English curriculum knowledge and general English teaching method knowledge is higher than that of teachers with lower scientific research ability, and the difference is significant. There is no significant difference in the development level of the four dimensions of primary school students' learning characteristic knowledge, primary school English curriculum knowledge and general English teaching method knowledge. Strengthening the knowledge of English courses 2.perfecting the Educational practice in normal Colleges and Universities, emphasizing the Transformation of the subject Teaching knowledge, formulating the teacher's Post-service training Program, continuously developing the subject Teaching knowledge and creating a strong atmosphere of Educational and Scientific Research, Try to renew the subject teaching knowledge 5. Strengthen the cooperative communication among English teachers and strive to optimize the subject teaching knowledge. 6. Strengthen the teachers' own professional development and construct the subject teaching knowledge in an all-round way.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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