小学英语教师学科教学知识生成机制研究
发布时间：2018-09-19 18:46
【摘要】：学科教学知识(PCK)是舒尔曼1986年针对学科知识和教学知识相分离的情景提出的。自这一概念提出至今,已有众多的研究者围绕这一概念尝试进行了不同学科的探究。学科教学知识是最有价值的一种知识形式,它的核心内涵是“从学生的视角,实现知识的转化”。内涵的前提是立足学生立场,以学生易于理解和接受的方式,了解学生的已有经验和迷思概念,预设学生的学习困难。目的是实现知识的转化,把教师的教学目标转化为学生的学习目标,把教师的教学内容转化为学生的学习内容,将教师的教学策略转化为学生的学习策略。本研究具体到英语学科,尝试探讨小学英语教师学科教学知识的生成机制,旨在研究小学英语教师学科教学知识如何才能从理论到实践,从实践到理论发生耦合生成路径。本研究采用量化研究和质性分析相结合的方式。在量化阶段,对15所小学的128名英语教师做了问卷调查。在质性分析阶段,采用随机抽样的方式,选取明德门小学为本研究的样本学校,之后,采用分层抽样的方式,选取西安市雁塔区明德门小学的三位英语教师为研究对象,进行深入的访谈和观察。本研究首先通过文献法对国内外有关学科教学知识的文献进行了整理、分析,找到一个新的切入点。然后通过问卷调查法对128名小学英语教师进行了调查研究,同时通过半结构式访谈法和参与型观察法,从三名样本教师课前的教学设计,到课中的行为表现,再到课后的教学反思,深入分析了小学英语教师PCK的现状,之后分析了小学英语教师PCK现状中存在的问题,并对问题产生的原因进行了剖析,紧接着从内部和外部分析了小学英语教师PCK生成模型的生成条件并建构了小学英语教师PCK生成的模型,最后从五个维度提出了小学英语教师PCK生成的主要策略。本研究具体分为五个章：第一章首先阐明选题的缘由和研究的意义；接着从国外、国内两方面对PCK的内涵结构进行综述,找到本研究的切入点；第四小节界定了“知识”、“学科教学知识”、“学科教学知识生成”、“学科教学知识生成机制”这四个核心的概念；最后,阐述本研究选取的研究方法。第二章分析了本研究所依据的五个理论,分别是：社会建构主义理论、语言输入学习理论、知识整合理论、默会知识理论和野中郁次郎的SECI模型。本部分对这五个理论分别展开了论述。第三章通过量化和质化相结合的方式,对小学英语教师PCK的现状做了实践调查。通过问卷调查法、访谈法和观察法,从关于英语教学观的知识、关于英语教学内容的知识、关于学生的知识、关于英语教学策略的知识、关于英语学习评价的知识五个维度对小学英语教师PCK的现状做了陈述分析。第四章笔者参照第二章的五个理论基础,建构了小学英语教师PCK生成的模型并作了整理分析。本部分分三小节,首先对小学英语教师现状中存在的问题做了陈述并对原因进行了分析,之后生成了新模型即小学英语教师PCK生成模型,最后一小节详细地阐述了新模型并分析了新模型的创新之处。第五章针对小学英语教师PCK的现状,并依据小学英语教师PCK生成的模型,从五个维度对小学英语教师PCK的生成提出一些有针对性的策略建议。
[Abstract]:Subject teaching knowledge (PCK) was put forward by Schulman in 1986 in view of the separation of subject knowledge and teaching knowledge. Since this concept was put forward, many researchers have tried to explore different disciplines around this concept. Subject teaching knowledge is the most valuable form of knowledge, and its core connotation is "from students". The premise of the connotation is to understand students'existing experience and misconceptions in a way that students can understand and accept easily, and to presuppose students' learning difficulties. This study attempts to explore the generation mechanism of primary school English teachers'pedagogical knowledge, aiming at studying how primary school English teachers' pedagogical knowledge can be generated from theory to practice and from practice to theory. In the quantitative stage, 128 English teachers from 15 primary schools were surveyed. In the qualitative analysis stage, a random sampling method was adopted to select Mingdemen Primary School as the sample school, and then stratified sampling was used to select Mingdemen in Yanta District of Xi'an City. Three primary school English teachers were interviewed and observed in depth. Firstly, the literature on subject teaching knowledge at home and abroad was collated, analyzed and a new breakthrough point was found. Then, 128 primary school English teachers were investigated by questionnaire survey and semi-structured. The present situation of primary school English teachers'PCK is deeply analyzed by the methods of interview and participatory observation, from the pre-class teaching design of three sample teachers, the behavior in class, and the teaching reflection after class. Then the existing problems of primary school English teachers' PCK are analyzed, and the causes of the problems are analyzed. This paper analyzes the generation conditions of the PCK generation model for primary school English teachers and constructs the PCK generation model for primary school English teachers. Finally, it puts forward the main strategies of PCK generation for primary school English teachers from five dimensions. The fourth section defines the four core concepts of "knowledge", "subject teaching knowledge", "subject teaching knowledge generation" and "subject teaching knowledge generation mechanism". Finally, it expounds the research methods selected in this study. The five theories are: social constructivism theory, language input learning theory, knowledge integration theory, tacit knowledge theory and Yukiro Nozaka's SECI model. The five theories are discussed respectively in this part. Chapter three realizes the status quo of primary school English teachers'PCK by combining quantitative and qualitative methods. Through questionnaires, interviews and observations, this paper makes a statement and analysis of the status quo of primary school English teachers'PCK from five dimensions: knowledge of English teaching outlook, knowledge of English teaching content, knowledge of students, knowledge of English teaching strategies and knowledge of English learning evaluation. This part is divided into three sections. Firstly, the problems existing in the current situation of primary school English teachers are stated and the reasons are analyzed. Then, a new model, PCK generation model for primary school English teachers, is created. The last section elaborates in detail. In the fifth chapter, according to the current situation of primary school English teachers'PCK and the model of primary school English teachers' PCK generation, the author puts forward some pertinent strategies and suggestions for the generation of primary school English teachers'PCK from five dimensions.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
本文编号：2250999
[Abstract]:Subject teaching knowledge (PCK) was put forward by Schulman in 1986 in view of the separation of subject knowledge and teaching knowledge. Since this concept was put forward, many researchers have tried to explore different disciplines around this concept. Subject teaching knowledge is the most valuable form of knowledge, and its core connotation is "from students". The premise of the connotation is to understand students'existing experience and misconceptions in a way that students can understand and accept easily, and to presuppose students' learning difficulties. This study attempts to explore the generation mechanism of primary school English teachers'pedagogical knowledge, aiming at studying how primary school English teachers' pedagogical knowledge can be generated from theory to practice and from practice to theory. In the quantitative stage, 128 English teachers from 15 primary schools were surveyed. In the qualitative analysis stage, a random sampling method was adopted to select Mingdemen Primary School as the sample school, and then stratified sampling was used to select Mingdemen in Yanta District of Xi'an City. Three primary school English teachers were interviewed and observed in depth. Firstly, the literature on subject teaching knowledge at home and abroad was collated, analyzed and a new breakthrough point was found. Then, 128 primary school English teachers were investigated by questionnaire survey and semi-structured. The present situation of primary school English teachers'PCK is deeply analyzed by the methods of interview and participatory observation, from the pre-class teaching design of three sample teachers, the behavior in class, and the teaching reflection after class. Then the existing problems of primary school English teachers' PCK are analyzed, and the causes of the problems are analyzed. This paper analyzes the generation conditions of the PCK generation model for primary school English teachers and constructs the PCK generation model for primary school English teachers. Finally, it puts forward the main strategies of PCK generation for primary school English teachers from five dimensions. The fourth section defines the four core concepts of "knowledge", "subject teaching knowledge", "subject teaching knowledge generation" and "subject teaching knowledge generation mechanism". Finally, it expounds the research methods selected in this study. The five theories are: social constructivism theory, language input learning theory, knowledge integration theory, tacit knowledge theory and Yukiro Nozaka's SECI model. The five theories are discussed respectively in this part. Chapter three realizes the status quo of primary school English teachers'PCK by combining quantitative and qualitative methods. Through questionnaires, interviews and observations, this paper makes a statement and analysis of the status quo of primary school English teachers'PCK from five dimensions: knowledge of English teaching outlook, knowledge of English teaching content, knowledge of students, knowledge of English teaching strategies and knowledge of English learning evaluation. This part is divided into three sections. Firstly, the problems existing in the current situation of primary school English teachers are stated and the reasons are analyzed. Then, a new model, PCK generation model for primary school English teachers, is created. The last section elaborates in detail. In the fifth chapter, according to the current situation of primary school English teachers'PCK and the model of primary school English teachers' PCK generation, the author puts forward some pertinent strategies and suggestions for the generation of primary school English teachers'PCK from five dimensions.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
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1 石炜娜;英语学科教学论课程内容的比较研究[D];海南师范大学;2011年
，本文编号：2250999
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