基于PCK理论的高中英语教师阅读教学知识的调查研究

发布时间：2018-10-21 20:46

【摘要】：自1986年舒尔曼提出"教师学科教学知识(PCK)"概念的三十余年时间里,国内外对教师学科教学知识的研究不断扩展和深化。PCK作为教师知识的核心,影响着师资队伍发展的质量,影响着教学实践改革的推进。在已有的PCK相关研究中对英语学科教师PCK的研究相对较少,在英语教学改革不断推进的形势下,高中英语教师专业知识和专业能力也愈来愈值得关注,阅读作为英语教学中备受关注的技能之一,英语教师阅读教学知识会直接影响到阅读教学的成效。本研究以Grossman和Cochran的PCK研究为基础,基于PCK理论构建了英语教师阅读教学知识的理论框架,以并以此为基础编制《高中英语教师阅读教学知识调查问卷》,对我国不同地区、不同学校两百多位高中英语教师实施问卷调查,并就相关问题对六位高中英语教师进行访谈。研究内容包括:高中英语教师阅读教学知识的总体情况、阅读教学知识的相关影响因素、阅读教学知识各维度内部诸方面情况以及高中英语教师自我反思的现状。通过调查研究,本研究取得了大量的数据,并对此展开分析和讨论,据此得出研究结论。本研究结论如下:我国高中英语教师阅读教学知识总体水平一般;高中英语教师阅读教学知识水平与地域、教龄、学校类型等多方面因素相关;高中英语教师阅读教学知识各维度发展水平不均衡,且各维度内部诸方面呈现差异;高中英语教师自我反思现状堪忧,自我反思内容不全面、形式单一、频率偏低,教师的教学反思意识亟需提升。笔者建议高中英语教师丰富阅读教学知识来改进阅读教学;以自我反思促进学科教学知识发展,学校和地区应健全教师学科教学知识发展机制。
[Abstract]:In the more than thirty years since Schulman put forward the concept of "teacher's teaching knowledge (PCK)" in 1986, the research on teacher's subject teaching knowledge has been expanded and deepened at home and abroad. As the core of teacher's knowledge, PCK affects the quality of teachers' development. It affects the reform of teaching practice. There are relatively few researches on PCK of English teachers in the existing PCK research. Under the situation of English teaching reform, the professional knowledge and professional ability of English teachers in senior high school are more and more worthy of attention. As one of the most concerned skills in English teaching, English teachers' reading teaching knowledge will directly affect the effectiveness of reading teaching. Based on the PCK research of Grossman and Cochran, this paper constructs the theoretical framework of English teachers' reading teaching knowledge based on PCK theory, and based on it, compiles the questionnaire of English teachers' reading teaching knowledge in senior high school. More than 200 high school English teachers from different schools conducted questionnaires and interviewed six high school English teachers. The contents of the study include: the general situation of reading teaching knowledge of senior high school English teachers, the related factors of reading teaching knowledge, the internal situation of each dimension of reading teaching knowledge, and the present situation of high school English teachers' self-reflection. Through investigation and research, a large number of data are obtained, and the analysis and discussion are carried out, based on which the conclusions of the study are drawn. The conclusions of this study are as follows: the general level of reading teaching knowledge of senior high school English teachers in our country is general, and the level of reading teaching knowledge of senior high school English teachers is related to many factors, such as region, teaching age, school type and so on. The development level of reading teaching knowledge of senior high school English teachers is not balanced, and there are differences in various aspects within each dimension; the present situation of high school English teachers' self-reflection is worrying, the content of self-reflection is not comprehensive, the form is single, and the frequency is low. Teachers'consciousness of teaching reflection needs to be improved. The author suggests that high school English teachers enrich their reading teaching knowledge to improve reading teaching, promote the development of subject teaching knowledge by self-reflection, and improve the development mechanism of teachers' subject teaching knowledge in schools and regions.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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