波蘭尼關(guān)于隱性知識(shí)的研究，引起了教育理論與實(shí)踐工作者的極大關(guān)注，并將其引入到教育活動(dòng)領(lǐng)域中來。教師的隱性知識(shí)，實(shí)際上是教師的個(gè)人知識(shí)。教師的隱形知識(shí)對(duì)教育教學(xué)的影響甚至比顯性知識(shí)更重要。如果教師不能很好地意識(shí)到自身的隱性知識(shí)可能對(duì)教學(xué)活動(dòng)產(chǎn)生的影響，不能在顯性知識(shí)和隱性知識(shí)之間很好地達(dá)成一致和內(nèi)在的統(tǒng)一，那么，由于這兩種知識(shí)的脫離、矛盾，將直接導(dǎo)致教師的教育行為無法擺脫經(jīng)驗(yàn)性與非理性，從而使得教育教學(xué)徘徊在陳規(guī)陋習(xí)之中，進(jìn)而影響自身的成長(zhǎng)與發(fā)展。男性和女性在心理特征和認(rèn)知特點(diǎn)方面有著很大的差異，因此在教師隱性知識(shí)領(lǐng)域體現(xiàn)著不同范疇的側(cè)重。在中國(guó)，男女英語(yǔ)教師的數(shù)量比例極為不均衡，多數(shù)學(xué)校的女性英語(yǔ)老師的數(shù)量遠(yuǎn)遠(yuǎn)超過男性英語(yǔ)老師，英語(yǔ)老師的性別差異更應(yīng)該引起研究者的注意。然而在對(duì)教師隱性知識(shí)的研究領(lǐng)域中，基于性別差異的研究并不多見，本文旨在通過研究高中男女英語(yǔ)教師在教師隱性知識(shí)方面所體現(xiàn)的差異，希望為教師知識(shí)以及教師專業(yè)發(fā)展的研究提供一個(gè)新的視角和切入點(diǎn)，并在此基礎(chǔ)上分別向高中男女英語(yǔ)教師提出具有針對(duì)性的建議，進(jìn)而有助于提高素質(zhì)教育背景下的高中英語(yǔ)教學(xué)質(zhì)量。本文的研究以貝姆的性別圖式理論... 

【文章來源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Contents
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 The Study on Teachers’Implicit KnowledgeAbroad
        1.1.1 The Study on Teachers’Implicit KnowledgeAbroad from 1950s – 1960s
        1.1.2 The Study on Teachers’Implicit KnowledgeAbroad from 1970s – 1980s
        1.1.3 The Study on Teachers’Implicit KnowledgeAbroad from 1990s till now
    1.2 The Study on Teachers’Implicit Knowledge at Home
    1.3 Teachers’ImplicitKnowledgeandTeachers’ProfessionalDevelopment
Chapter Two Theoretical Basis
    2.1 Implicit Knowledge and Teachers’Implicit Knowledge
        2.1.1 Implicit Knowledge
        2.1.2 Teachers’Implicit Knowledge
            2.1.2.1 The Definition of Teachers’Implicit Knowledge
            2.1.2.2 The Categories of Teachers’Implicit Knowledge
    2.2 Related Theories
        2.2.1 Gender Schema Theory
        2.2.2 Androgyny Theoretical Model
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subject
    3.3 Instruments
        3.3.1 The Questionnaire and the Design
        3.3.2 Interviews and the Design
    3.4 Data Collection
Chapter Four Results and Discussions
    4.1 The Current Situation of Senior High School English Teachers’Implicit Knowledg
        4.1.1 Teachers’Educational Belief
        4.1.2 Teachers’Self-knowledge
        4.1.3 Teachers’Interpersonal Knowledge
        4.1.4 Teachers’Situational Knowledge
        4.1.5 Teachers’Strategic Knowledge
        4.1.6 Teachers’Reflective Knowledge
    4.2 The Differences Between Male and Female English Teachers’Implicit Knowledge
        4.2.1 The Differences in Teachers’Educational Belief
        4.2.2 The Differences in Teachers’ Self-knowledge
        4.2.3 The Differences in Teachers’ Interpersonal Knowledge
        4.2.4 The Differences in Teachers’ Situational Knowledge
        4.2.5 The Differences in Teachers’ Strategic Knowledge
        4.2.6 The Differences in Teachers’ Reflective Knowledge
        4.2.7 Summary
    4.3 The Causes of the Differences Between Male and Female Teachers’ Implicit Knowledge
        4.3.1 Teachers’Educational Belief
            4.3.1.1 Male and Female English Teachers’ Respective Achievement Motives
            4.3.1.2 Male and Female English Teachers’ Respective Self-confidence Levels
        4.3.2 Teachers’Self-knowledge
            4.3.2.1 Male and Female English Teachers’ Respective Self-conceptions
            4.3.2.2 Male and Female English Teachers’ Respective Self-efficacy Levels
        4.3.3 Teachers’Interpersonal Knowledge
            4.3.3.1 Male and Female English Teachers’ Respective Cognitions of Emotion
            4.3.3.2 Male and Female English Teachers’ Respective Non-verbal Language Competence
            4.3.3.3 Male and Female English Teachers’ Respective Interpersonal Sensitivities
        4.3.4 Teachers’Situational Knowledge
            4.3.4.1 Male and Female English Teachers’ Respective Creativities
Chapter Five Pedagogical Suggestions
    5.1 Suggestions for Teachers on Teachers’Implicit Knowledge
        5.1.1 Suggestions for Male Teachers on Teachers’Implicit Knowledge
        5.1.2 Suggestions for Female Teachers on Teachers’Implicit Knowledge
    5.2 Suggestions for Teachers’Professional Development in the View of Teachers’ Implicit Knowledge
Conclusion
Bibliography
Appendix I
Appendix II
Appendix III
Acknowledgements
List of Publications


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