高中英语新手教师和专家型教师学科教学知识比较的个案研究

发布时间：2018-05-11 16:03

本文选题：学科教学知识 + 专家型教师　；参考：《南京师范大学》2017年硕士论文

【摘要】：学科教学知识(Pedagogica1 Content Know1edge),即PCK,是教师个人教学经验的体现,是对特定领域学科知识与教学法知识加以整合的体现,包含着教师对所教学科的独特理解与领悟,是教师知识基础的核心部分。八十年代中期,舒尔曼在史坦福大学主持了一项教学专业知识成长的研究,其宗旨即在于探讨教师学科知识的内涵、发展变化以及获取途径与应用方式。经过大量研究,他们提出了“学科教学知识”这一概念,认为学科专家与教学专家、高成效与低成效教师之间的最大区别就在于是否拥有“学科教学知识。”因此,深入研究不同学科不同教师的学科教学知识对推进教师专业发展,提高教育质量具有重要的意义。随后格罗斯曼(1990)对学科教学知识的构成进行了研究,构建了四个维度的学科教学知识内容模型,为其后的相关研究提供了理论框架。本研究的目的是为了探究新手教师和专家型教师学科教学知识的不同,明确如何从新手教师发展为专家型教师,为教师培训提供科学依据,尽快缩短新手教师的发展周期。本文综合了格罗斯曼和科克伦的学科教学知识结构理论,采取量和质结合的研究方式,通过访谈、调查问卷等手段搜集数据资料,对高中英语新手教师与专家教师的学科教学知识进行比较与分析。主要对以下问题进行了研究:(1)高中新手教师和专家型教师的学科教学知识有何不同?造成的原因是什么?(2)曾经的新手教师是如何转变成专家型教师的?是什么促进了他们的发展?笔者从自己实习学校高二年级的任课教师中选出了一位专家教师和一位新手教师,分别对两位教师进行访谈,对比分析新手教师与专家教师的学科教学知识。然后再集中分析专家型教师学科教学知识发展的历程。最后,通过对两位教师授课班级的122名学生进行问卷调查,了解学生对教师学科教学知识的观点,同时也检验访谈结论的准确性。通过访谈及数据分析,本研究发现高中专家教师和新手教师学科教学知识的差异主要体现在以下几方面:(1)在英语教学目的知识方面,专家型教师注重语言基础知识技能及文化情感的双重培养,而新手教师更侧重于语言知识技能的掌握;(2)在课程知识方面,专家教师更擅长于帮助学生搭建知识间相互联系的桥梁,而新手教师的课程内容编排能力较弱;(3)在对学生理解的知识方面,专家教师教学经验丰富,对高中生的身心特点、认知水平有充分确切的了解,而新手教师则由于经验不足,对学情的掌握不够全面;(4)在教学策略方面,专家教师认为教无定法,会配合学生状况而定,且遵循心理规律,注重与学生的沟通,而新手教师注重运用多种教学形式,提高教学效果,但其本质是为了体现个人素质。基于以上差异,本文提出了促进新手教师学科教学知识提升的一些建议。对于新手教师学科教学知识的发展有以下建议:(1)学习先进的教学理论,并将其运用到教学中;(2)反思英语课程知识,加深对学科知识的理解;(3)从学生的视角考虑英语教学,据其需要选择合适的内容及方法;(4)重视学科反思。鉴于研究者能力的限制,本研究存在以下不足之处:研究时间不够充足;研究对象仅为一所学校的两位老师,研究样本少。因此,结合以上研究发现和不足,今后的研究者可尝试扩大研究样本,或分析男性和女性教师的学科教学知识的差异,从而进一步丰富学科教学知识的相关研究。
[Abstract]:The subject teaching knowledge (Pedagogica1 Content Know1edge), that is, is the embodiment of the teacher's personal teaching experience, is the embodiment of the integration of the subject knowledge and the knowledge of the teaching method in the specific field. It contains the unique understanding and understanding of the teachers' teaching subject. It is the core part of the teacher's knowledge base. In the middle of the 80s, Schulman was in Stan Fu big. The study presided over a study of the growth of teaching professional knowledge. The purpose of the study is to explore the connotation of the subject knowledge of teachers, the development and change and the ways of obtaining and applying. After a large amount of research, they put forward the concept of "subject teaching knowledge", and think that the experts and experts of the subject are the most effective and low effective teachers. The difference lies in the possession of "knowledge of subject teaching". Therefore, it is of great significance to study the subject teaching knowledge of different teachers in different disciplines to promote the professional development of teachers and improve the quality of education. Then Grossman (1990) has studied the composition of the subject teaching knowledge and constructed the four dimensions of the subject teaching knowledge. The volume model provides a theoretical framework for the subsequent research. The purpose of this study is to explore the differences in the teaching knowledge between the novice teachers and the expert teachers, to clarify how to develop from novice teachers to expert teachers, to provide scientific basis for teacher training, and to shorten the development cycle of novice teachers as soon as possible. The theory of subject teaching knowledge structure of man and Cochran and the method of combining quantity and quality are adopted to collect data by means of interview and questionnaire. This paper makes a comparison and analysis of the subject teaching knowledge of senior high school English teachers and expert teachers. (1) the following problems are mainly studied: (1) the novice teachers and the expert teaching in high school What are the differences in the teaching knowledge of the teachers? What are the causes? (2) how did the former novice teachers become expert teachers? What was the promotion of their development? I selected an expert teacher and a novice teacher from the senior second grade teachers in his own practice school, and interviewed two teachers, respectively. Compare and analyze the subject teaching knowledge of the novice teachers and the expert teachers. Then, the course of the development of the subject teaching knowledge of the expert teachers is analyzed. Finally, through a questionnaire survey of the 122 students of the two class teachers, the students' views on the teaching knowledge of the teachers are understood and the accuracy of the interview conclusions is also tested. After interviews and data analysis, this study finds that the differences in the teaching knowledge of senior high school teachers and novice teachers are mainly reflected in the following aspects: (1) in terms of the purpose of teaching English, the expert teachers pay more attention to the dual training of language basic knowledge skills and cultural emotions, while novice teachers are more focused on the mastery of language knowledge and skills. (2) in the course of curriculum knowledge, the expert teachers are better at helping the students to build bridges between knowledge and knowledge, and the ability of the new teachers to arrange the course content is weak. (3) in the knowledge of students' understanding, the teaching experience of the expert teachers is rich, and there is a full and exact understanding of the physical and mental characteristics of the high school students and the cognitive level of the high school students, and the novice teachers Because of lack of experience, the grasp of the learning situation is not comprehensive enough; (4) in the teaching strategy, the expert teachers think that teaching the indefinite law will be determined by the condition of the students, and follow the psychological law, and pay attention to the communication with the students, and the novice teachers pay more attention to the use of various teaching forms to improve the teaching effect, but the essence is to reflect the individual quality. Based on the above, the teachers' essence is based on the above. This paper puts forward some suggestions to promote the promotion of the new teaching knowledge of the novice teachers. The following suggestions are made for the development of the novice teachers' subject teaching knowledge: (1) learning advanced teaching theory and applying it to teaching; (2) rethinking the knowledge of English courses, deepening the understanding of the subject knowledge, and (3) considering English teaching from the perspective of the students, According to the need to choose the appropriate content and method; (4) pay attention to the subject reflection. In view of the limitations of the researcher's ability, the research has the following shortcomings: the research time is not enough; the research object is only two teachers in one school, and the research sample is few. Therefore, the researchers can try to expand the research in the future. Samples, or analysis of the differences in teaching knowledge between male and female teachers, so as to further enrich the related research on subject pedagogical knowledge.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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