本文關(guān)鍵詞： PCK 高中生物 新手型教師 熟手型教師　出處：《溫州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：PCK(Pedagogical Content Knowledge)即學(xué)科教學(xué)知識(shí),是教師針對(duì)某一特定的主題,如何根據(jù)學(xué)生的不同能力與興趣,將自己所知道的學(xué)科知識(shí)加以組織、調(diào)整和呈現(xiàn),并進(jìn)行教學(xué)方面的知識(shí)。在教師專業(yè)發(fā)展過(guò)程中,教師的PCK也在不斷優(yōu)化。在新手型教師成長(zhǎng)為專家型教師的過(guò)程中,熟手型教師是其成長(zhǎng)的關(guān)鍵階段。本研究根據(jù)帕克(Park)的PCK五邊形結(jié)構(gòu)模型,從高中生物學(xué)科教學(xué)定位知識(shí)、高中生物課程知識(shí)、有關(guān)學(xué)生理解的知識(shí)、高中生物教學(xué)策略知識(shí)和學(xué)習(xí)評(píng)價(jià)知識(shí)五個(gè)方面,對(duì)溫州市某高中生物新手型與熟手型教師各一名進(jìn)行比較研究,進(jìn)而為新手型教師提升PCK提供參考意見。本研究主要采用了質(zhì)的研究方法,通過(guò)訪談、課堂觀察、文本分析等比較了兩位教師的同一章教學(xué)內(nèi)容,共對(duì)比了18個(gè)教學(xué)案例�？紤]到論文針對(duì)性和深入性,本研究主要對(duì)比分析了兩個(gè)教學(xué)案例。同時(shí),輔以量的研究方法,通過(guò)帕克的量規(guī)分析表評(píng)估了兩位教師每個(gè)教學(xué)案例的PCK水平。研究表明,熟手型教師PCK平均水平達(dá)到“熟練”,而新手型教師PCK水平則處在“有限”階段。兩類教師的PCK存在以下差異:(1)高中生物學(xué)科教學(xué)定位知識(shí)總體相對(duì)缺乏,新手型教師以課標(biāo)為首是綱,而熟手型教師能辯證地對(duì)待課標(biāo)和教材;(2)在高中生物課程知識(shí)方面,新手型教師尚未構(gòu)建好穩(wěn)定、完整的學(xué)科知識(shí)體系,而熟手型教師對(duì)課程的橫向和縱向知識(shí)脈絡(luò)把握清晰;(3)在對(duì)學(xué)生理解的知識(shí)上差距較大,新手型教師經(jīng)驗(yàn)缺乏,對(duì)學(xué)生理解嚴(yán)重不足;(4)在學(xué)習(xí)評(píng)價(jià)上,新手型教師評(píng)價(jià)方式單一,提問(wèn)技能水平不高,而熟手型教師評(píng)價(jià)方法多元,指向教與學(xué);(5)在教學(xué)策略使用上,新手型教師雖具有系統(tǒng)的教學(xué)策略知識(shí),但不敢嘗試應(yīng)用于實(shí)踐,而熟手型教師能根據(jù)教學(xué)情境,嫻熟地應(yīng)用各種教學(xué)策略。
[Abstract]:PCK(Pedagogical Content knowledge is the subject teaching knowledge, which is how the teacher organizes, adjusts and presents the subject knowledge according to the students' different abilities and interests. In the process of teachers' professional development, teachers' PCK is also constantly optimized. In the process of novice teachers becoming expert teachers, According to Parker Park's PCK pentagonal structure model, this study is based on the teaching orientation knowledge of senior high school biology, the knowledge of senior high school biology curriculum, and the knowledge of students' understanding. In this paper, the author makes a comparative study on five aspects of senior high school biology teaching strategy knowledge and learning evaluation knowledge, including one new biology teacher and one proficient teacher in a senior high school in Wenzhou. This study mainly uses qualitative research methods, through interviews, classroom observation, text analysis and so on to compare the teaching content of the two teachers in the same chapter. A total of 18 teaching cases are compared. Considering the pertinence and depth of the thesis, this study mainly compares and analyzes two teaching cases. At the same time, it is supplemented by quantitative research methods. Parker's gauge analysis table assessed the PCK level of each of the two teachers' teaching cases. The average level of PCK of proficient teachers is "skilled", while the level of PCK of novice teachers is in a "limited" stage. The difference between the two types of teachers in PCK is as follows: 1) there is a relative lack of teaching orientation knowledge in biology teaching in senior high school. Novice teachers take the curriculum standard as the first priority, while the proficient teachers can dialectically deal with the curriculum standards and textbooks. In high school biology curriculum knowledge, novice teachers have not yet constructed a stable and complete subject knowledge system. On the other hand, the familiar teachers have a clear understanding of the horizontal and vertical knowledge of the curriculum (3) there is a big gap in the understanding of the students, the novice teachers lack of experience, and the students have a serious lack of understanding. The evaluation method of novice teacher is single, the skill level of questioning is not high, but the evaluation method of proficient teacher is multivariate, pointing to teaching and learning. (5) in the use of teaching strategy, novice teacher has systematic knowledge of teaching strategy. But they dare not try to be applied to practice, but the proficient teachers can skillfully apply various teaching strategies according to the teaching situation.
【學(xué)位授予單位】：溫州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：1549643