PCK理论视域下中学新手和专家型英语教师反思性教学实践的对比研究

发布时间：2023-03-04 08:22

　　随着新课程改革的不断深入,教师开始从知识的传授者转变成为教育教学的研究者并参与教育规律的探讨和教育教学方法的研究。与此同时,教师职业的专业化发展成为教师教育领域的重要研究课题。而教师专业化发展的过程就是教师自我反思、自我更新的过程。在此过程中,反思性教学作为教师职业发展的必要途径对教师的专业成长,尤其是新手教师向专家型教师的转变起着至关重要的作用。目前,我国学界已经对反思性教学进行了长达十余年的探讨和研究,但是大多数的研究聚焦高校的教师群体,对中学教师的反思性教学研究较少,并且倾向从教师的具体教学设计与实施等微观角度去探讨反思性教学的应用和实现途径,很少有学者基于PCK这一理论框架,从宏观层面上对反思性教学进行解读。由此可见,目前的研究并不能全面充分地反映中学英语教师开展反思性教学的基本状况。鉴于此,本研究以学科教学知识理论(PCK)为基础,采用质性和量性相结合的研究方法,探索现阶段中学新手和专家型英语教师在反思性教学实践方面的差异并有针对性地提出指导意见。首先,本研究围绕反思性教学的意识、内容、策略和影响因素这四方面,结合教师的教龄和职称,对来自山东省八所中学的66名新手教师和59名...

【文章页数】：97 页

【学位级别】：硕士

【文章目录】：
摘要
abstract
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Novice and Expert Teachers
        2.1.1 Definition of Novice and Expert Teachers
        2.1.2 Comparative Study of Novice and Expert Teachers
    2.2 Reflective Teaching(RT)
        2.2.1 Reflective Teaching and Teacher Reflection
        2.2.2 Types of Reflective Teaching
        2.2.3 Features of Reflective Teaching
        2.2.4 Contents of Reflective Teaching
        2.2.5 Methods of Reflective Teaching
    2.3 Relevant Research on Reflective Teaching Domestic and Abroad
        2.3.1 Research on Reflective Teaching Abroad
        2.3.2 Domestic Research on Reflective Teaching
    2.4 Theoretical Framework
        2.4.1 Definition of PCK
        2.4.2 Elements of PCK
        2.4.3 Basic Features of PCK
        2.4.4 Relationship between PCK and Reflective Teaching(RT)
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research Question
    3.2 Research Participant
    3.3 Research Instrument
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Pilot Study
    3.4 Data Collection
        3.4.1 Questionnaire
        3.4.2 Interview
    3.5 Data Analysis
        3.5.1 Questionnaire
        3.5.2 Interview
    3.6 Summary
Chapter Four Results and Discussion
    4.1 Results and Discussions of the Questionnaire
        4.1.1 Awareness of Reflective Teaching
        4.1.2 Content of Reflective Teaching
        4.1.3 Strategy of Reflective Teaching
        4.1.4 Influencing Factors of Reflective Teaching
    4.2 Results and Discussions of the Interview
        4.2.1 Teachers’Attitude Towards Reflective Teaching
        4.2.2 Content of Reflective Teaching
        4.2.3 Methods and Procedures of Reflective Teaching
        4.2.4 Factors Affecting Reflective Teaching
        4.2.5 Limitations and Perplexity of Reflective Teaching
    4.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Recommendations for Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻读学位期间的研究成果
Acknowledgement



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