职前中学英语教师学科教学知识的建构研究

发布时间：2018-06-08 14:13

本文选题：学科教学知识 + 职前中学英语教师　；参考：《云南师范大学》2017年硕士论文

【摘要】：基础教育课程改革的推广与对外语教师的专业发展的重视,对师范生的学科教学知识(PCK)掌握提出了更多的要求与挑战。在新时代的职业化背景下,教师这个职业已经逐渐从依赖教学经验的临时工作者向专业从教者转变。学科教学知识(PCK)是教师专业发展的一个重要组成部分,有利于教师向不同的智力水平和知识结构的学生授业解惑,学科知识的充分建构有利于教师的专业能力和教学水平的发展。通常来讲,英语教学的质量取决于英语教师的专业素养和教学水平。职前英语教师作为教学的新生力量,他们所掌握的学科教学知识对英语教育发展的具有长远,深刻的意义。然而目前针对职前教师的学科教学知识(PCK)发展研究相对比较匮乏,尤其是作为职前中学英语教师的学科教学英语研究生,迫切需要通过学科教学知识理解掌握及构建,尽职成为一名合格教师做充分的准备,但是目前他们对该知识的掌握情况及应用状况不容乐观;不能充分理解学科教学知识在英语教学中的作用,不能灵活的将理论知识转化为实践知识并运用于现实的教学中,同时在转化和结合不同教学策略的运用能力也显著缺乏.本研究旨在了解职前中学英语教师学科教学知识建构的有效途径,发展特点和困难,并相应提出解决措施,对英语教师的培养提出相关教学建议。本文主要围绕以下三个问题展开研究:第一,职前中学英语教师建构学科教学知识的途径有哪些?哪一种或哪几种运用频率最高?哪一种或哪几种运用频率最低?第二,随着时间的发展,职前中学英语教师的学科教学知识有何变化特征?第三,对于职前中学英语教师而言,学科教学知识的哪一部分在建构过程中有较高的难度?本研究首先通过前测,一份问卷及测验卷来选取调查对象,然后借助另外三份调查问卷和多次访谈完成数据收集分析和整理。经过调查发现,课堂观察和教学实践是职前英语教师建构学科教学知识的常用途径,而网络学习则是使用频率最低的;同时,随着时间的发展,职前英语教师的学科教学知识整体得到普遍提高,其中“学生知识”和“教学策略知识”在本科和研究生阶段的教学实习过程中增长较快;而由于缺乏完善和系统的课程理论的学习,以及自身对于“课程知识”的不重视,“课程知识”的发展则较为缓慢。最后,通过问卷和访谈发现,“学习策略知识”和“教学情境知识”,因课堂真实情境的复杂性和有限的学习条件等,则是对于职前中学英语教师而言较难建构的知识。
[Abstract]:The popularization of the basic education curriculum reform and the emphasis on the professional development of foreign language teachers put forward more requirements and challenges to the normal students' mastery of the subject teaching knowledge. Under the background of professionalization in the new era, the profession of teacher has gradually changed from a temporary worker who relies on teaching experience to a professional teacher. The subject teaching knowledge (PCK) is an important part of teachers' professional development, which is helpful for teachers to teach students with different levels of intelligence and knowledge structure. The full construction of subject knowledge is beneficial to the development of teachers' professional ability and teaching level. Generally speaking, the quality of English teaching depends on English teachers' professional accomplishment and teaching level. As a new force in teaching, pre-service English teachers have a long and profound meaning to the development of English education. However, the research on the development of pre-service teachers' subject teaching knowledge (PCK) is relatively scarce. Especially, as pre-service middle school English teachers, there is an urgent need to master and construct the subject teaching knowledge through the understanding and construction of the subject teaching knowledge. Due diligence becomes a qualified teacher to make full preparation, but at present they are not optimistic about the mastery and application of this knowledge, and can not fully understand the role of subject teaching knowledge in English teaching. At the same time, the ability of transforming theory knowledge into practical knowledge and applying it to practical teaching is also obviously lacking in the process of transforming and combining different teaching strategies. The purpose of this study is to find out the effective way to construct the subject teaching knowledge of English teachers in pre-service middle schools, to develop the characteristics and difficulties, and to put forward corresponding measures to solve the problems, and to put forward some relevant teaching suggestions for the training of English teachers. This paper focuses on the following three issues: first, what are the ways for pre-service middle school English teachers to construct their subject teaching knowledge? Which or which ones are most frequently used? Which one or several of them are used the least frequently? Second, with the development of time, what are the characteristics of the subject teaching knowledge of pre-service middle school English teachers? Third, which part of the subject teaching knowledge is more difficult for pre-service middle school English teachers? In this study, the subjects were selected by pre-test, a questionnaire and a test paper, and then the data were collected and analyzed with the help of three other questionnaires and multiple interviews. Through the investigation, it is found that classroom observation and teaching practice are common ways for pre-service English teachers to construct subject teaching knowledge, while online learning is the least frequently used, and at the same time, with the development of time, The subject teaching knowledge of pre-service English teachers has been generally improved, among which "students' knowledge" and "teaching strategy knowledge" have increased rapidly in the process of teaching practice at undergraduate and graduate level. However, due to the lack of perfect and systematic learning of curriculum theory and the lack of attention to curriculum knowledge, the development of curriculum knowledge is relatively slow. Finally, through questionnaires and interviews, it is found that "learning strategy knowledge" and "teaching situational knowledge", due to the complexity of classroom real situation and limited learning conditions, are difficult to construct for pre-service middle school English teachers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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