越來越多的國內(nèi)外學者關注學科教學知識研究,使之成為一個研究熱點,同時也為教師教育的研究提供了一個新的視角。通過對文獻的回顧,筆者發(fā)現(xiàn)國內(nèi)對于高中英語教師的學科教學知識的研究并不是很豐富,且以往的實證研究主要是從個案研究或基于課堂實踐的研究入手。本研究對高中英語教師的學科教學知識現(xiàn)狀及影響因素等方面進行深入研究。本研究以問卷的方式調查了江西省不同市縣的102位高中英語教師,所用問卷改編自Jang（2009）文獻中的問卷。另外他們中的6位教師參加了訪談。收集數(shù)據(jù)后,本研究使用SPSS軟件對問卷進行數(shù)據(jù)分析,并且對訪談結果進行處理,最后得出了以下結論:首先,高中英語教師在學科教學知識總體情況較為良好,按照平均分從高到低依次為:學生知識,教學內(nèi)容組織知識,自我反思知識,教學情景知識,教學目標知識。其次,造成高中英語教師學科教學知識現(xiàn)狀的原因如下:教師對于主動學習課程標準的意識不足并且教師歸納錯誤的能力不足;教師的教學理念過于傳統(tǒng),并且對各種課型的把握不夠;教師沒有形成定期反思的習慣,學校沒有對教師反思做出要求。最后,在五個因素中,有兩個因素對高中英語教師的學科教學知識有影響,它們是教師的教齡,... 

【文章來源】：江西師范大學江西省

【文章頁數(shù)】：65 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Pedagogical Content Knowledge
        2.1.1 Definition of Pedagogical Content Knowledge
        2.1.2 Definition of English Teacher?s PCK
    2.2 Relevant studies on PCK at home and abroad
        2.2.1 Studies on PCK abroad
        2.2.2 Studies on PCK in China
    2.3 Studies on English teacher?s PCK at home and abroad
        2.3.1 Studies on English teachers?PCK abroad
        2.3.2 Studies on English teachers?PCK in China
    2.4 Theoretical basis:Teachers?professional knowledge
    2.5 Summary
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection
    3.5 Data Analysis
Chapter4 Results and Discussion
    4.1 The overall analysis of high school English teacher?PCK
    4.2 The level of the five dimensions of English teachers?PCK
        4.2.1 Analysis of the teachers?knowledge of teaching objectives
        4.2.2 Analysis of the teachers?knowledge of students
        4.2.3 Analysis of the teachers?knowledge of organizing teaching content.
        4.2.4 Analysis of the teachers?knowledge of teaching situation
        4.2.5 Analysis of the teachers?knowledge of self-reflection
    4.3 The differences in teachers?PCK between the different variables
        4.3.1 Difference in PCK of the teachers with different teaching experience
        4.3.2 Difference in PCK of the teachers with different education backgrounds
        4.3.3 Difference in PCK of the teachers of different majors
        4.3.4 Difference in PCK of the teachers in different working place
        4.3.5 Summary
    4.4 Analysis of the interview
Chapter5 Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
        5.2.1 Strategies for promoting teachers?knowledge of teaching objectives
        5.2.2 Strategies for promoting teachers?knowledge of students
        5.2.3 Strategies for promoting teachers?knowledge of organizing teaching content
        5.2.4 Strategies for promoting teachers?knowledge of teaching situation
        5.2.5 Strategies for promoting teachers?knowledge of self-reflection
    5.3 The limitation of the study and further suggestions
Bibliography
Appendix Ⅰ 高中英語教師學科教學知識(PCK)現(xiàn)狀調查問卷
AppendixⅡ 訪談大綱
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況



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