本文關(guān)鍵詞： 新手教師 經(jīng)驗(yàn)教師 PCK 高中英語教學(xué)　出處：《山東師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)科教學(xué)知識(shí)（Pedagogical Content Knowledge）即PCK，是教學(xué)實(shí)踐中學(xué)科內(nèi)容知識(shí)與教育理論知識(shí)的整合。它是教師專業(yè)知識(shí)的核心,是最能區(qū)分學(xué)科經(jīng)驗(yàn)教師與普通教師不同的知識(shí)。因此，深入探討不同學(xué)科不同教師群體的PCK對(duì)促進(jìn)教師專業(yè)發(fā)展，提升整體教育水平具有重要的意義。本研究對(duì)高中英語新手教師和經(jīng)驗(yàn)教師PCK進(jìn)行比較，既能讓人們更好地理解高中英語教師教學(xué)所應(yīng)具備的專業(yè)知識(shí)，又有利于幫助新手教師盡快適應(yīng)教學(xué)工作。 本研究選取臨沂市某高中任教高一英語的一位新教師和有著15年教齡的經(jīng)驗(yàn)教師，以兩位教師對(duì)高中英語必修一Unit5Nelson Mandela的實(shí)施過程為研究載體，，運(yùn)用文本分析法、課堂觀察法、訪談法等方法搜集資料，對(duì)高中英語新手教師與經(jīng)驗(yàn)教師的PCK進(jìn)行比較分析。 研究結(jié)果表明，在英語教學(xué)目的觀方面，高中英語新手教師主張英語教學(xué)目的的雙重性，即語言知識(shí)技能與文化情感的雙重提升；而經(jīng)驗(yàn)教師更注重語言知識(shí)技能的掌握，更看重學(xué)生的學(xué)業(yè)成績。在英語教學(xué)內(nèi)容知識(shí)方面，新手教師和經(jīng)驗(yàn)教師對(duì)教學(xué)重難點(diǎn)的把握基本一致，但經(jīng)驗(yàn)教師較新手教師對(duì)教學(xué)內(nèi)容的把握更具整體性和系統(tǒng)性，新手教師則更注重文化背景知識(shí)的教學(xué)。在關(guān)于學(xué)生知識(shí)方面，豐富的教學(xué)經(jīng)驗(yàn)使得經(jīng)驗(yàn)教師對(duì)高中生的身心特點(diǎn)、現(xiàn)階段知識(shí)水平有充分準(zhǔn)確的了解，因此能較為準(zhǔn)確地預(yù)知學(xué)生潛在的學(xué)習(xí)困難，并采用恰當(dāng)?shù)谋碚餍问健Ｐ率纸處煂?duì)學(xué)生了解不充分，教學(xué)表征不恰當(dāng)，影響教學(xué)效果。在教學(xué)策略方面，經(jīng)驗(yàn)教師由于能較為準(zhǔn)確的把握教學(xué)內(nèi)容、學(xué)生的情況，所以在導(dǎo)入、教學(xué)內(nèi)容呈現(xiàn)、課堂互動(dòng)、鞏固等方面采取的策略更具銜接性和實(shí)效性而新手教師由于把握學(xué)情不準(zhǔn)確，因此課堂導(dǎo)入生硬、教學(xué)內(nèi)容的呈現(xiàn)比較混亂、課堂互動(dòng)策略不科學(xué)、鞏固策略不注意銜接性和實(shí)效性，進(jìn)而導(dǎo)致整個(gè)課堂教學(xué)效果不夠理想。因此從整體上看，高中英語經(jīng)驗(yàn)教師的PCK明顯優(yōu)于新手教師。 最后，分別提出促進(jìn)其PCK提升的可行性建議。對(duì)促進(jìn)高中英語新手教師PCK的發(fā)展，實(shí)現(xiàn)自身的專業(yè)成長有以下建議：（1）樹立并堅(jiān)守先進(jìn)的教育理念，建立充分的教學(xué)自信；（2）豐富完善學(xué)科知識(shí)結(jié)構(gòu)，優(yōu)化教學(xué)表征；（3）發(fā)揮教研組的作用，加強(qiáng)專業(yè)溝通與交流；（4）適時(shí)地系統(tǒng)反思教學(xué)實(shí)踐。雖然總體上高中英語經(jīng)驗(yàn)教師的PCK高于新手教師，但仍需進(jìn)一步提升以適應(yīng)不斷發(fā)展的教學(xué)需要，高中英語經(jīng)驗(yàn)教師提升自身的PCK可通過以下途徑：（1）學(xué)習(xí)完善教育理論知識(shí)，實(shí)踐新課程基本理念；（2）全面完善自己的學(xué)科知識(shí)體系（3）關(guān)注英語教學(xué)前沿研究。
[Abstract]:Pedagogical Content knowledge is the integration of subject content knowledge and educational theory knowledge in teaching practice. It is the core of teachers' professional knowledge and the knowledge that distinguishes the subject experienced teachers from the ordinary teachers. It is of great significance to probe into the PCK of different subjects and different groups of teachers in order to promote the professional development of teachers and improve the overall educational level. This study compares the PCK between novice English teachers and experienced teachers in senior high school. It can not only help people understand the professional knowledge of English teachers in senior high school, but also help novice teachers adapt to the teaching work as soon as possible. This study selects a new teacher who teaches senior English in a senior high school in Linyi City and an experienced teacher who has 15 years of teaching experience, taking the implementation process of Unit5Nelson Mandela, a compulsory high school English course, as the research carrier, using text analysis method and classroom observation method. The PCK of novice English teachers and experienced teachers in senior high school were compared and analyzed by means of interview and other methods. The results show that the novice English teachers in senior high school advocate the duality of English teaching aims, that is, the dual promotion of language knowledge and cultural emotion, while the experienced teachers pay more attention to the mastery of language knowledge and skills. In the aspect of English teaching content knowledge, novice teachers and experienced teachers have the same grasp of the important and difficult points of teaching, but the experienced teachers are more holistic and systematic than the novice teachers in grasping the teaching contents. On the other hand, novice teachers pay more attention to the teaching of cultural background knowledge. In terms of students' knowledge, rich teaching experience enables experienced teachers to have a full and accurate understanding of the physical and mental characteristics of high school students, and the current level of knowledge. Therefore, it can accurately predict the students' potential learning difficulties and adopt appropriate representation form. The novice teachers do not know enough about the students, the teaching representation is not appropriate, and the teaching effect is affected. Because the experienced teachers can grasp the teaching content and the students' situation accurately, the strategies adopted in the aspects of introduction, teaching content presentation, classroom interaction, consolidation and so on are more cohesive and effective, while the novice teachers are not accurate because of grasping the learning situation. Therefore, the classroom introduction is stiff, the presentation of teaching content is relatively confused, the classroom interaction strategy is not scientific, the consolidation strategy does not pay attention to cohesion and effectiveness, which leads to the overall classroom teaching effect is not ideal. The PCK of experienced English teachers in senior high school is obviously superior to that of novice teachers. Finally, the paper puts forward some feasible suggestions on how to promote the promotion of PCK. It has the following suggestions to promote the development of PCK, the professional growth of English novice teachers in senior high school, and to establish and adhere to the advanced educational concept. (2) to enrich and perfect the knowledge structure of the subject, to optimize the teaching representation and to give full play to the role of the teaching and research group, Strengthening professional communication and communication. (4) timely and systematic reflection on teaching practice. Although the PCK of experienced English teachers in senior high school is higher than that of novice teachers, it still needs to be further improved to adapt to the developing teaching needs. English teachers in senior high school can improve their PCK through the following ways: 1) learn to perfect the educational theory knowledge, and 2) improve their knowledge system of the new curriculum in an all-round way) pay close attention to the research on the front line of English teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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