喀什地区维吾尔族小学汉语教师PCK发展现状研究

发布时间：2018-06-03 17:22

本文选题：喀什地区 + 维吾尔族　；参考：《喀什大学》2017年硕士论文

【摘要】：汉语教师作为推动新疆双语教育发展的重要影响因素之一,其专业发展水平理应受到高度关注。PCK是教师知识的核心,以此为视角来审视和推动新疆汉语教师的专业发展,显然有其适切性和必要性。本研究以南疆喀什地区维吾尔族小学汉语教师为研究对象,通过问卷调查、课堂观察和访谈了解其发展现状和困境,并根据实际情况提出解决策略。本文包括四章:第一章构建框架,第二章现状调查,第三章个案分析,第四章分析问题并提出对策建议。具体内容如下:第一章构建汉语教师PCK发展的框架。汉语教师PCK发展的分析框架主要分为两个层面,第一个层面是教师由课程与教材内容到教学设计的转化,主要包括教师对教材内容的解读、教学内容的理解与表述、对学情的分析、对教学目标的确定。第二个层面是教师由教学设计到教学实施的转化,主要包括教师对教学目标的达成情况、对教学重难点的把握、课堂教学语言的运用及课堂师生互动情况。第二章维吾尔族小学汉语教师PCK发展现状调查。通过教师问卷及学生问卷对喀什地区维吾尔族小学汉语教师PCK发展的总体情况进行调查。调查对象包括喀什市B小学、Q小学、S小学教师200名,学生200名;C县教师进修学校、E小学、S小学教师200名,学生200名。第三章通过问卷、访谈及课堂观察查找小学汉语课堂教学中维吾尔族教师PCK两次转化的具体问题,纵向上对专家型教师A前后两次汉语课的PCK转化情况进行比较,分析其转化特点;横向上对成熟型教师R及新手型汉语教师L进行了同课异构的比较分析,分析二者PCK转化的不同,最后归纳出维吾尔族小学汉语教师PCK转化的主要问题。第四章对现状调查和个案研究所反映出的维吾尔族小学汉语课堂教学中教师PCK转化过程所存在的问题从语言与文化、教师的教学设计及教师的教学实施三个方面进行了总结,并提出了维吾尔族小学汉语教师PCK发展的策略。语言与文化层面,笔者认为应该加强语言与文化培训;PCK第一次转化过程中要注意教师对教材的解读、准确理解表述教学内容、增强学情分析意识、合理设置教学目标;第二次转化过程中主要注意教师对预设教学目标的达成、对教学重难点的把握、教学语言的准确使用、扩大师生互动范围,增加师生互动频率等。
[Abstract]:As one of the important factors to promote the development of bilingual education in Xinjiang, the professional development level of Chinese teachers should be highly concerned about the.PCK is the core of teachers' knowledge. As a visual angle to examine and promote the professional development of Chinese teachers in Xinjiang, it is clear that it has its relevance and necessity. This study takes the Uygur primary school in Kashi area of Southern Xinjiang. Chinese teachers as the research object, through the questionnaire survey, classroom observation and interview to understand its development status and predicament, and put forward the solution strategy according to the actual situation. This article includes four chapters: the first chapter constructs the framework, the second chapter status investigation, the third chapter case analysis, the fourth chapter analysis and put forward the countermeasures and suggestions. The specific content is as follows: the first chapter is the construction of the chapter The framework of the development of Chinese teachers' PCK is divided into two levels. The first level is the transformation of teachers from curriculum and teaching material to teaching design, which mainly includes the interpretation of teaching materials, the understanding and expression of teaching content, the analysis of the learning situation and the determination of the teaching objectives in second layers. The face is the transformation of teachers from teaching design to teaching implementation, mainly including teachers' achievement of teaching goals, the grasp of teaching heavy difficulties, the use of classroom teaching language and the interaction of teachers and students in the classroom. The second chapter of the investigation of the development of PCK in Uygur primary school Chinese teachers. Through the teacher questionnaire and the student questionnaire to Kashi area Wei Wu The overall situation of the development of PCK of Chinese teachers in primary school, including Kashi B primary school, Q primary school, S primary school teacher 200, student 200; C County teacher education school, E primary school, S primary school teacher 200, student 200. The third chapter through questionnaire, interview and classroom observation to find the Uygur teacher PCK in primary school Chinese classroom teaching. The specific problems of the two transformation are compared longitudinally to the PCK transformation of the two Chinese classes before and after the expert teacher A, and the transformation characteristics are analyzed. The comparative analysis of the same class isomerism between the mature teacher R and the novice Chinese teacher L is carried out laterally, and the difference between the two and the PCK transformation is analyzed. Finally, the Uygur primary school Chinese teacher PCK is summed up. In the fourth chapter, the fourth chapter summarizes the problems of the transformation process of teachers in the Chinese classroom teaching of Uygur primary school from three aspects: language and culture, teachers' teaching design and the implementation of teachers' teaching, and puts forward the development of PCK in Uygur primary school Chinese teachers. At the level of language and culture, I think we should strengthen the training of language and culture; in the first transformation of PCK, we should pay attention to teachers' reading of teaching materials, accurately understand the content of teaching, strengthen the sense of analysis and set up the teaching goals, and pay attention to the teachers' achievement of the presupposed teaching goals in the second transformation process. Grasp the important and difficult points, accurately use the teaching language, expand the scope of interaction between teachers and students, and increase the frequency of interaction between teachers and students.
【学位授予单位】：喀什大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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