發(fā)布時(shí)間：2018-04-26 03:11

  本文選題：英語(yǔ)教育實(shí)習(xí)生 + 教育實(shí)習(xí)��； 參考：《華東師范大學(xué)》2013年碩士論文

【摘要】：學(xué)科教學(xué)知識(shí)(PCK)是一種幫助教師整合各方面知識(shí)并且使教學(xué)有效作用于學(xué)生的專(zhuān)業(yè)知識(shí)。如今,學(xué)科教學(xué)知識(shí)已得到廣泛認(rèn)可和驗(yàn)證。然而,經(jīng)過(guò)學(xué)校專(zhuān)業(yè)培訓(xùn)后的教育實(shí)習(xí)生們?nèi)圆荒軐W(xué)科教學(xué)知識(shí)準(zhǔn)確地運(yùn)用于實(shí)際教學(xué)。對(duì)于英語(yǔ)實(shí)習(xí)教師來(lái)說(shuō),教育實(shí)習(xí)為他們創(chuàng)造了學(xué)以致用的絕佳機(jī)會(huì)。本研究運(yùn)用個(gè)案研究調(diào)查了兩名實(shí)習(xí)生在實(shí)習(xí)階段學(xué)科教學(xué)知識(shí)(PCK)的變化。 本研究以朱曉燕(2004)提出的PCK框架為研究工具。PCK框架具體主要包括了六個(gè)方面的教師知識(shí)：教師對(duì)學(xué)習(xí)者的知識(shí)、課程知識(shí)、教學(xué)情境知識(shí),教學(xué)法知識(shí),教學(xué)目標(biāo)知識(shí)以及教師對(duì)自己的知識(shí)。 本研究采用的是個(gè)案質(zhì)性研究,選取了上海一所高校的兩名英語(yǔ)教育研究生為研究對(duì)象。在2012年九月到十二月的實(shí)習(xí)階段期間,通過(guò)課堂觀察,半結(jié)構(gòu)訪談等方法,共收集的資料包括11份教學(xué)計(jì)劃,9堂課的教學(xué)錄像,6份反思報(bào)告和8次訪談?dòng)涗洝?研究表明,這兩名實(shí)習(xí)教師在實(shí)習(xí)階段在教學(xué)中表現(xiàn)出從老師中心觀漸漸轉(zhuǎn)向?qū)W生中心觀,從以教學(xué)技巧為重逐漸轉(zhuǎn)為以學(xué)生學(xué)習(xí)為重。結(jié)果還顯示,PCK中各種知識(shí)的發(fā)展并不是統(tǒng)一的,教師對(duì)學(xué)習(xí)者的知識(shí)似乎對(duì)其他知識(shí)有著重要的影響,似乎是激發(fā)其他知識(shí)增長(zhǎng)的關(guān)鍵。 通過(guò)這個(gè)研究,還可以發(fā)現(xiàn)PCK知識(shí)的增長(zhǎng)與實(shí)習(xí)的環(huán)境有著密切的關(guān)系。這其中,導(dǎo)師的指導(dǎo)和實(shí)踐討論小組發(fā)揮的作用十分明顯。同時(shí),教師自己的反思意識(shí)也是影響PCK發(fā)展的關(guān)鍵因素。 本研究的結(jié)果有助于實(shí)習(xí)生在實(shí)習(xí)前認(rèn)識(shí)到將會(huì)遇到的必要轉(zhuǎn)變,并能幫助他們預(yù)見(jiàn)實(shí)習(xí)中可能會(huì)出現(xiàn)的問(wèn)題。本研究對(duì)外語(yǔ)教育實(shí)習(xí)生的專(zhuān)業(yè)培養(yǎng)也提供了一定的借鑒。
[Abstract]:Subject teaching knowledge (PCK) is a kind of professional knowledge that helps teachers to integrate all aspects of knowledge and makes teaching effective to students. Nowadays, the knowledge of subject teaching has been widely recognized and verified. However, the educational interns after the professional training of the school are still unable to apply the subject teaching knowledge to the actual teaching. In this study, a case study was used to investigate the changes in the knowledge of subject teaching (PCK) of two interns during the internship.
This study uses the PCK framework proposed by Zhu Xiaoyan (2004) as the research tool.PCK framework, which mainly includes six aspects of teacher knowledge: the knowledge of the teacher to the learner, the knowledge of the course, the knowledge of teaching situation, the knowledge of teaching method, the knowledge of teaching objective and the knowledge of the teacher to himself.
This study uses case qualitative research and selects two English education graduate students from one university in Shanghai as the research object. During the internship period from September 2012 to December, the data included 11 teaching plans, 9 teaching videos, 6 reconsideration reports and 8 visits through classroom observation and semi structural interviews. Talk about records.
The study shows that the two teachers in the internship show a shift from the central view of the teacher to the students' centrism in the teaching stage, from the teaching skills to the students' learning. The results also show that the development of all kinds of knowledge in PCK is not unified, and the knowledge of the teachers seems to be important to other knowledge. The influence seems to be the key to stimulating the growth of other knowledge.
Through this study, it is also found that the growth of PCK knowledge has a close relationship with the environment of practice. Among them, the role of the tutor's guidance and practice discussion group is very obvious. At the same time, the teacher's own reflection consciousness is also the key factor affecting the development of PCK.
The results of this study help interns to realize the necessary changes that will be encountered before the internship, and help them to predict the possible problems that may arise during the internship. This study also provides some reference for the professional training of foreign language education interns.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G652.4;H319.3

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