农村小学英语教师学科教学知识现状的调查研究

发布时间：2021-07-31 08:36

　　1986年,美国教授舒尔曼首次提出了学科教学知识（Pedagogical Content Knowledge,简称PCK）的概念。PCK是教师专业知识的核心和灵魂,是教师进行有效教学必备的实践性知识,决定了课堂教学的有效性。通过查阅相关文献可知,近年来,我国对英语教师PCK的研究成果虽然相对丰富,但是对农村小学英语教师PCK的研究很少,而且研究方法局限于定性或定量。因此本文采用定性和定量相结合的研究方法对农村小学英语教师PCK进行调查。本文主要围绕三个研究问题展开:一是农村小学英语教师PCK现状如何?二是基于不同教龄和不同教育背景的农村小学英语教师PCK是否存在显著性差异?三是影响农村小学英语教师PCK现状的原因有哪些?采用问卷调查,课堂观察和访谈三种调查法对农村小学英语教师PCK的现状进行了调查与研究,研究对象是来自于内蒙古乌兰察布市兴和县十所农村小学的50名英语教师。笔者随机选择观察了其中三名教师的课堂教学,而且这三名教师也参与了访谈。本研究运用SPSS22.0统计工具进行数据分析,而且对课堂教学进行了录音转录,对教师的访谈记录也做了整理分析。最后获得结论。通过本研究发现:首先,农... 

【文章来源】：内蒙古师范大学内蒙古自治区

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
中文摘要
ABSTRACT
Chapter Ⅰ Introduction
    1.1 Background of the thesis
    1.2 Purpose of the thesis
    1.3 Significance of the thesis
    1.4 Structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Definition of Pedagogical Content Knowledge(PCK)
    2.2 Definition of English teachers’PCK
    2.3 Research on PCK abroad and at home
        2.3.1 Research on PCK abroad
        2.3.2 Research on PCK at Home
    2.4 Theoretical foundations
        2.4.1 Teacher professional development theory
        2.4.2 Reflective teaching theory
Chapter Ⅲ Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Classroom observation
        3.3.3 Interview
    3.4 Data collection and analysis
        3.4.1 Data collection
        3.4.2 Data analysis
Chapter Ⅳ Results and Discussion
    4.1 Current situation of English teachers’PCK in rural primaryschools
        4.1.1 Results and discussion of the questionnaire
        4.1.2 Results and discussion of the classroom observation
        4.1.3 Summary
    4.2 Differences in English teachers’PCK based on different teachingyears and different education background
        4.2.1 Significant analysis of different teaching years
        4.2.2 Significant analysis of different education background
        4.2.3 Summary
    4.3 Reasons for the current situation of English teachers’PCK in ruralprimary schools
        4.3.1 Results and discussion of the interview
        4.3.2 Summary
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Strategies for promoting the development of English teachers’PCK in rural primary schools
        5.2.1 Improving English teachers’awareness for self-development
        5.2.2 Organizing different professional activities for Englishteachers
        5.2.3 Updating the educational model
    5.3 Implications of this research
    5.4 Limitations and suggestions of this research
    5.5 Summary
References
Appendix Ⅰ Questionnaire of Current Situation of English Teachers’PCKin Rural Primary Schools
Appendix Ⅱ Classroom Observation Scale of Current Situation of EnglishTeachers’PCK in Rural Primary Schools
Appendix Ⅲ Interview Guidelines
Acknowledgments



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