高中语文初任教师与专家型教师PCK比较研究

发布时间：2019-01-26 19:33

【摘要】：PCK (Pedagogical Content Knowledge)作为教师开展课堂教学的基础和教师专业知识的体现,已经在国内外引起了越来越多的学者的关注。自1986年舒尔曼(Shulman)教授提出PCK的概念以来,学科教学知识便作为教师的专业知识和教师专业发展的重要组成部分把教师和其他职业区分开来,在此舒尔曼强调了教师区别于其他职业的专业特质。初任语文教师往往面临着专业成长方面的困惑,而这和他们PCK的缺失不无关系。因此,本研究选择初任语文教师和专家型语文教师在PCK方面的差异作为研究对象,希望为初任语文教师快速成长为专家型教师提供借鉴。本研究选取Y市Y中学一位任教一年的语文初任教师C老师和一位任教23年的江苏省语文特级教师L老师为研究对象,通过对两位教师的访谈,以及对高二必修五中《兰亭集序》的实施过程为研究依据,并结合对两位教师的全息观察,运用调查研究法、文本分析法、课堂观察法、访谈法和比较分析法等方法,基于PCK的调查分别对两位高中语文初任教师和专家型教师进行了个案比较、分析和研究,从而得出相关结论。本研究主要分为五个部分:第一部分是绪论。该章节介绍了本文的研究背景,阐释了本文的研究的目的与意义,同时列举了本文研究的方法与过程。第二部分对国内外的研究现状进行解读,对国内外关于初任教师和专家型教师的界定以及对PCK的研究进行综述,并列出本论文的研究框架。第三部分以初任教师C教师和专家型教师L教师的PCK差异进行比较分析。该章节首先介绍了样本学校与样本对象的选取,然后从全息观察的角度对两位教师从备课与课前准备、上课与课堂观察、作业评改与反思、教学目的观与学生观进行比较分析,并得出了两位教师PCK结构图。第四部分分析了产生初任教师与专家型教师的影响素,在此基础上形成了关于初任教师和专家型教师PCK差异的结论,并提出了提升初任教师PCK结构的可行性建议。第五部分是结语。研究认为初任教师与专家型教师在PCK方面存在着以下差异:1.信念上存在鲜明差异。2.教学上存在显著差异。3.课程上存在明显区别。4.学生和情境方面存在显著不同。研究同时认为初任教师应该在以下几个方面付出努力,可促使其PCK得到改进,使其快速成长为专家型教师:一、坚定信念,树立理想——向名师学习;二、增加历练,关注教学——向实践学习;三、扎实基础,注重反思——向书本学习;四、关注学生,创设情境——向生活学习。
[Abstract]:As the foundation of teachers' classroom teaching and the embodiment of teachers' professional knowledge, PCK (Pedagogical Content Knowledge) has attracted more and more scholars' attention at home and abroad. Since Professor Schulman (Shulman) introduced the concept of PCK in 1986, subject teaching knowledge has distinguished teachers from other professions as an important part of teachers' professional knowledge and teacher professional development. Here Schulman highlights the professional characteristics of teachers as distinct from other professions. New Chinese teachers often face the confusion of professional development, which is related to their lack of PCK. Therefore, this study chooses the difference between the new Chinese teachers and the expert language teachers in PCK as the research object, hoping to provide reference for the new Chinese teachers to grow into expert teachers quickly. In this study, a Chinese teacher C who taught for one year in Y Middle School and L teacher who taught in Jiangsu Province for 23 years were selected as the research objects, and the two teachers were interviewed. On the basis of the research on the implementation process of Lanting Collection order, and combining the holographic observation of the two teachers, this paper applies the methods of investigation, text analysis, classroom observation, interview and comparative analysis, and so on. The investigation based on PCK makes a case comparison, analysis and research on the two junior Chinese teachers and expert teachers in senior high school, so as to draw the relevant conclusions. This research is divided into five parts: the first part is the introduction. This chapter introduces the research background, explains the purpose and significance of this study, and enumerates the research methods and processes. In the second part, the author interprets the current research situation at home and abroad, summarizes the definition of initial and expert teachers at home and abroad and the research on PCK, and lists the research framework of this paper. The third part makes a comparative analysis of the PCK difference between the initial teacher C teacher and the expert teacher L teacher. This chapter first introduces the sample schools and sample objects, then from the perspective of holographic observation, makes a comparative analysis of the two teachers from the perspective of lesson preparation and pre-class preparation, class and classroom observation, homework evaluation and reflection, teaching purpose view and student view. The PCK structure diagram of two teachers is obtained. In the fourth part, the author analyzes the influential factors that produce the initial and expert teachers, on the basis of which, it forms a conclusion about the differences between the initial teachers and the expert teachers, and puts forward some feasible suggestions on how to improve the structure of the new teachers' PCK. The fifth part is the conclusion. The research shows that there are the following differences in PCK between new teachers and expert teachers: 1. There are sharp differences in beliefs. 2. There are significant differences in teaching. 3. There are obvious differences in the curriculum. 4. There are significant differences between students and situations. At the same time, the author thinks that the new teachers should make great efforts in the following aspects, which can promote the improvement of their PCK and make them grow into expert teachers quickly: first, firm faith, set up the ideal to learn from famous teachers; Second, increase experience, pay attention to teaching-learning from practice; third, solid foundation, focus on reflection-to learn from books; fourth, pay attention to students, create situations-to learn from life.
【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】：G633.3

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