初中英语教师实践性知识建构研究

发布时间：2019-05-05 09:38

【摘要】：从20世纪60年代起,教师专业发展已经成为了教师教育领域的一个关键性问题。教师作为一种专业,它既不同于教育专家,也不同于技术者,这就意味着教师有着自身独特的知识体系。然而自上而下的课程改革难以取得预期的效果,教师难以将教师培训所学转化为实际教学行为。所以研究教师实际掌握什么知识,如何建构这些知识,以及他们如何用这些知识解决教学中的问题等,即教师的实践性知识,显得极其重要。本研究旨在探析初中英语教师实践性知识的动态建构过程和影响因素。鉴于此,本文采用了陈向明(2011)的教师实践性知识内容的分类和动态生成过程,对初中英语教师实践性知识建构路径进行定量和定性相结合的研究,对象为景洪市的2015年某次国培的初中英语教师。关于数据收集,笔者采用了潘丽芳(2013)问卷设计,借鉴了姜美玲(2006)观察提纲进行课堂观察,并对28位老师进行了半结构式访谈。结果发现:教师的实践性知识建构经历四个阶段:首先教师改变教学行为,问题情境出现;然后教师用已有的实践性知识解决问题,接着教师调适教学行为;最后教师新的实践性知识被建构。影响因素分为支持因素,包括教学观、教师自我效能、学生观、教师培训,和阻碍因素,包括评价方式和学校环境。本文针对上述研究结果,提出关于初中英语教师实践性知识建构的途径。
[Abstract]:Since 1960s, the professional development of teachers has become a key issue in the field of teacher education. As a profession, teachers are different from educational experts and technologists, which means that teachers have their own unique knowledge system. However, the top-down curriculum reform is difficult to achieve the expected effect, teachers are difficult to transform teacher training into actual teaching behavior. Therefore, it is very important to study what knowledge teachers actually master, how to construct these knowledge, and how they use these knowledge to solve problems in teaching, that is, teachers' practical knowledge. The purpose of this study is to explore the dynamic construction process and influencing factors of junior middle school English teachers' practical knowledge. In view of this, this paper adopts Chen Xiangming (2011)'s classification and dynamic generation process of teachers' practical knowledge to study the construction path of junior middle school English teachers' practical knowledge quantitatively and qualitatively. The subjects are junior middle school English teachers in Jinghong City in 2015. On the data collection, the author used Pan Lifang (2013) questionnaire design, referred to Jiang Meiling (2006) observation outline for classroom observation, and conducted a semi-structured interview with 28 teachers. The results show that the construction of teachers' practical knowledge goes through four stages: first, the teacher changes the teaching behavior, then the problem situation appears, then the teacher solves the problem with the existing practical knowledge, and then the teacher adjusts the teaching behavior; Finally, teachers' new practical knowledge is constructed. The influencing factors are divided into supporting factors, including teaching view, teacher self-efficacy, student outlook, teacher training, and hindrance factors, including evaluation method and school environment. In view of the above findings, this paper puts forward some approaches to the construction of practical knowledge of junior 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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