教育见习对职前英语教师学科教学知识发展的影响：一项调查研究
发布时间：2020-10-19 21:38
《义务教育英语课程标准》明确提出中学英语教师从三个方面提高专业水平：更新学科专业知识,不断积累学科教学知识以及开展教学反思。学科教学知识(PCK)的概念率先由美国学者Shulman (1986)提出,他把这种知识定义为教师将自己所掌握的学科知识调整和转化成学生易于理解的形式的知识。继Shulman之后,许多学者结合不同学科的学科特点对PCK的概念及构成成分进行完善和分类。本研究结合《义务教育英语课程标准》,提出英语教师学科教学知识包含五种成分：英语教学策略知识、英语教学资源知识、关于学生学习情况的知识、评价学生学习的知识以及《英语课程标准》的统领性概念。以这五类PCK构成成分为理论框架,结合职前英语教师教育见习,本论文提出两个研究问题：1)参加教育见习对职前英语教师五类PCK知识有无作用?2)若有作用,哪些学科教学知识获得更好地发展?哪些见习阶段与任务对发展职前英语教师学科教学知识更有效?通过设计调查问卷并使用SPSS 20.0软件计算数据,本研究发现：一、教育见习对职前英语教师理解《英语课程标准》的统领性概念以及英语教学策略知识、英语教学资源知识、评价学生学习的知识均产生作用,但对他们关于学生情况的知识作用不大。二、教育见习的三个阶段中,见习准备阶段对五类PCK知识作用甚微,而见习阶段和见习总结阶段对五类知识有较大作用。三、见习任务中,在见习中学观摩指导老师上课、观摩其他指导老师上课以及撰写课堂教学设计、课堂观察表,精彩教学片段对五类学科教学知识作用较大,而参加见习小组报告,在其他见习中学听课等对学科教学知识作用较小。参加见习动员大会,与大学带队老师见面,与中学指导老师见面对学科教学知识作用甚微。针对以上研究结果,本论文提出以下建议：一、在见习实践中设计针对发展职前英语教师关于学生情况的知识以及评价学生学习的知识的任务和活动。二、加强见习准备阶段的作用。三、改革见习实践形式,多参与式、讨论式、探究式的活动和任务,让职前英语教师从见习实践中主动建构学科教学知识。
【学位单位】：浙江师范大学
【学位级别】：硕士
【学位年份】：2015
【中图分类】：G633.41;G652
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the research
1.2 Rationale of the research
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Pedagogical content knowledge(PCK)
2.1.1 Definition of PCK
2.1.2 Constituent components of PCK
2.1.3 Sources of PCK
2.2 Teacher preparation programs for pre-service language teachers' PCK development
2.2.1 Pre-service language teacher
2.2.2 Early field experience
2.2.3 Practicum
2.2.4 Microteaching
2.3 Studies on language teacher's PCK
2.3.1 Studies on pre-service language teacher's PCK at home and abroad
2.3.2 Studies on in-service language teacher's PCK at home and abroad
Chapter Three Theoretical Framework
3.1 National English Curriculum(NEC)
3.1.1 The integrated objective and five sub-objectives in NEC
3.1.2 Requirements on middle school English teacher by NEC
3.2 PCK requirement in NEC
3.2.1 Knowledge of English teaching strategies
3.2.2 Knowledge of students' learning situation
3.2.3 Knowledge of English teaching resources
3.2.4 Knowledge of assessment of students' learning
3.2.5 Overarching conceptions of National English Curriculum
Chapter Four Research Methodology
4.1 Research questions
4.2 Research setting:Early field experience(EFE)designed by College of Foreign Languages of ZJNU
4.2.1 The objectives of early field experience
4.2.2 The schedule of early field experience
4.3 Subjects
4.4 Research instrument:Questionnaire
4.5 Procedures
4.5.1 Questionnaire design
4.5.2 Pilot study
4.5.3 Data collection
4.5.4 Data analysis
Chapter Five Results and Discussion
5.1 Impact of EFE on pre-service English teachers' PCK development
5.2 Impacts of three stages of EFE on pre-service English teachers' PCK development
5.3 Impacts of EFE tasks on pre-service English teachers，PCKdevelopment
Chapter Six Conclusion
6.1 Summary of major findings
6.2 Implications and applications
6.3 Limitations and suggestions for further study
REFERENCES
APPENDICES
Appendix 1 Scheme of Early Field Experience by College of Foreign Languages ofZJNU
Appendix 2 Questionnaire学科教学(英语)专业研究生见习实践调查问卷
攻读学位期间发表的学术论文
浙江师范大学学位论文诚信承诺书
【参考文献】
本文编号：2847756
【学位单位】：浙江师范大学
【学位级别】：硕士
【学位年份】：2015
【中图分类】：G633.41;G652
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the research
1.2 Rationale of the research
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Pedagogical content knowledge(PCK)
2.1.1 Definition of PCK
2.1.2 Constituent components of PCK
2.1.3 Sources of PCK
2.2 Teacher preparation programs for pre-service language teachers' PCK development
2.2.1 Pre-service language teacher
2.2.2 Early field experience
2.2.3 Practicum
2.2.4 Microteaching
2.3 Studies on language teacher's PCK
2.3.1 Studies on pre-service language teacher's PCK at home and abroad
2.3.2 Studies on in-service language teacher's PCK at home and abroad
Chapter Three Theoretical Framework
3.1 National English Curriculum(NEC)
3.1.1 The integrated objective and five sub-objectives in NEC
3.1.2 Requirements on middle school English teacher by NEC
3.2 PCK requirement in NEC
3.2.1 Knowledge of English teaching strategies
3.2.2 Knowledge of students' learning situation
3.2.3 Knowledge of English teaching resources
3.2.4 Knowledge of assessment of students' learning
3.2.5 Overarching conceptions of National English Curriculum
Chapter Four Research Methodology
4.1 Research questions
4.2 Research setting:Early field experience(EFE)designed by College of Foreign Languages of ZJNU
4.2.1 The objectives of early field experience
4.2.2 The schedule of early field experience
4.3 Subjects
4.4 Research instrument:Questionnaire
4.5 Procedures
4.5.1 Questionnaire design
4.5.2 Pilot study
4.5.3 Data collection
4.5.4 Data analysis
Chapter Five Results and Discussion
5.1 Impact of EFE on pre-service English teachers' PCK development
5.2 Impacts of three stages of EFE on pre-service English teachers' PCK development
5.3 Impacts of EFE tasks on pre-service English teachers，PCKdevelopment
Chapter Six Conclusion
6.1 Summary of major findings
6.2 Implications and applications
6.3 Limitations and suggestions for further study
REFERENCES
APPENDICES
Appendix 1 Scheme of Early Field Experience by College of Foreign Languages ofZJNU
Appendix 2 Questionnaire学科教学(英语)专业研究生见习实践调查问卷
攻读学位期间发表的学术论文
浙江师范大学学位论文诚信承诺书
【参考文献】
相关期刊论文 前1条
1 吕筠;董晓秋;;职前外语教师学科教学知识研究[J];外语教学理论与实践;2010年04期
本文编号：2847756
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