县级高中英语教师学科教学知识（PCK）在教案中的应用与体现

发布时间：2018-05-04 23:11

本文选题：高中英语教师 + 学科教学知识　；参考：《云南师范大学》2016年硕士论文

【摘要】：学科教学知识(PCK)是教师专业知识中的核心部分,亦是使教学最有效的知识。自20世纪80年代由舒尔曼提出之后,一直受到众多学者的关注;白益民于2000年首次把PCK引介到我国。自此,我国学者一直致力于对PCK的理论研究,而基于一线教师特别是县级中学的英语教师的研究相对缺乏。鉴于此,本研究以32名县级高中英语教师为研究对象,采用文献法、文本分析法、课堂观察和访谈法,将定量分析和定性分析相结合,分析高中英语教师的英语课程知识、英语学科内容知识、学习者的知识、教育科学知识、英语教育环境知识和评价知识六个方面的PCK在教案中的应用与体现,以及教案中体现的PCK是否在后续的教学中转化为实际教学中的PCK。通过研究发现:首先,PCK的六个方面在教案中都有所体现,在英语课程知识、英语学科内容知识、教育科学知识和英语教育环境知识方面体现得多,而在学习者的知识和评价知识方面体现相对较少;但同时也暴露出很多的问题,如教学太过于强调内容知识和考试,PCK浅显,以教师为中心的课堂模式突出。其次,教案中的PCK在后续教学中并未全部转化为实际课堂教学中的PCK,除了英语学科内容知识和英语教育环境知识之外,其余四个方面都未转化;但英语课程知识和教育科学知识接近转化率(70%),而学习者的知识和评价知识转化最差。究其原因,主要体现在应试教育的功利性、教师的教育经历、教师缺乏反思能力、教师间缺乏合作和交流四个方面上;最后,本文对研究所涉及的这两所县级中学的英语教师专业发展提出合理的建议:1)加强静态PCK的学习,2)外在培训和内在实际相结合,3)优化教师合作。
[Abstract]:Subject teaching knowledge (PCK) is the core part of teachers' professional knowledge and the most effective knowledge in teaching. Since it was put forward by Schulman in 1980's, it has been concerned by many scholars. Bai Yimin introduced PCK to China for the first time in 2000. Since then, Chinese scholars have been devoted to the theoretical study of PCK, but the research based on first-line teachers, especially the English teachers at county level, is relatively lacking. In view of this, the present study takes 32 senior English teachers at county level as the research object, using literature method, text analysis method, classroom observation and interview method, combining quantitative analysis with qualitative analysis to analyze the English curriculum knowledge of senior high school English teachers. The Application and embodiment of PCK in Teaching Plan in six aspects: knowledge of English subject content, Learner's knowledge, Educational Science knowledge, English Educational Environment knowledge and Evaluation knowledge, And whether the PCK embodied in the teaching plan is transformed into the actual teaching in the subsequent teaching. First of all, the six aspects of PCK are reflected in the teaching plan, including English curriculum knowledge, English subject content knowledge, educational science knowledge and English educational environment knowledge. At the same time, it also exposes many problems, such as too much emphasis on content knowledge and examination PCK, and the teacher-centered classroom model is prominent. Secondly, the PCK in the teaching plan has not been completely transformed into that in the actual classroom teaching, except for the knowledge of English subject content and the English educational environment, the other four aspects have not been transformed; However, English curriculum knowledge and educational science knowledge are close to the conversion rate, while learners' knowledge and evaluation knowledge are the worst. The main reasons are the utilitarianism of exam-oriented education, teachers' educational experience, teachers' lack of reflective ability, lack of cooperation and communication among teachers. This paper puts forward some reasonable suggestions on the professional development of English teachers in the two county-level middle schools: (1) strengthening the learning of static PCK (2) combining external training with internal reality. (3) optimizing teacher cooperation.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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