隨著基礎(chǔ)教育課程改革的推進(jìn)與對(duì)外語(yǔ)教師專業(yè)發(fā)展的日益重視,初中英語(yǔ)教師面臨著更多的要求和挑戰(zhàn)。而舒爾曼提出的學(xué)科教學(xué)知識(shí)是教師專業(yè)素養(yǎng)的重要組成部分。因此,有必要對(duì)教師的學(xué)科教學(xué)知識(shí)水平進(jìn)行研究。然而,針對(duì)新手型與經(jīng)驗(yàn)型初中英語(yǔ)教師的學(xué)科教學(xué)知識(shí)差異的研究相對(duì)較少。本研究以教師知識(shí)理論、建構(gòu)主義為理論基礎(chǔ),以問(wèn)卷調(diào)查法、課堂觀察法和訪談法為研究手段,以廣西南寧市區(qū)初中英語(yǔ)教師為研究對(duì)象,基于科克倫等人提出的動(dòng)態(tài)學(xué)科教學(xué)知識(shí)發(fā)展模式對(duì)該對(duì)象的學(xué)科教學(xué)知識(shí)現(xiàn)狀進(jìn)行調(diào)查,找出新手型與經(jīng)驗(yàn)型初中英語(yǔ)教師在這方面知識(shí)上的差異,并提出相應(yīng)的建議。本研究主要圍繞以下兩個(gè)問(wèn)題進(jìn)行研究:(1)新手型與經(jīng)驗(yàn)型初中英語(yǔ)教師的學(xué)科教學(xué)知識(shí)總體現(xiàn)狀如何?(2)新手型與經(jīng)驗(yàn)型初中英語(yǔ)教師的學(xué)科教學(xué)知識(shí)水平是否存在差異?存在哪些差異?原因是什么?研究發(fā)現(xiàn):首先,初中英語(yǔ)教師的學(xué)科教學(xué)知識(shí)總體上掌握良好。其中,關(guān)于英語(yǔ)學(xué)科內(nèi)容的知識(shí)掌握得最好;關(guān)于學(xué)生的知識(shí)和英語(yǔ)教學(xué)法的知識(shí)掌握良好;關(guān)于教學(xué)情境的知識(shí)掌握得最差。其次,新手型初中英語(yǔ)教師的英語(yǔ)學(xué)科內(nèi)容知識(shí)、英語(yǔ)教學(xué)法知識(shí)和學(xué)生知識(shí)與經(jīng)驗(yàn)型初中英語(yǔ)教師相比具有顯著的差...

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract in English
Abbreviations
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Structure of the Research
Chapter 2 Literature Review
    2.1 Related Concepts
        2.1.1 Pedagogical Content Knowledge
        2.1.2 English Pedagogical Content Knowledge
        2.1.3 Novice Teacher and Experienced Teachers
    2.2 Studies on PCK at Home and Abroad
        2.2.1 Studies on PCK Abroad
        2.2.2 Studies on PCK at Home
    2.3 Theoretical Bases
        2.3.1 Teacher Knowledge Theory
        2.3.2 Constructivism
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection
Chapter 4 Results and Discussions
    4.1 Questionnaires Results
        4.1.1 The General Level of Junior Middle School English Teachers’EPCK
        4.1.2 The Discrepancy between the Novice and Experienced Teachers on EPCK
    4.2 Classroom Observation
    4.3 Interview Results
Chapter 5 Conclusion
    5.1 Main Findings
    5.2 Implications
        5.2.1 For the Teachers
        5.2.2 For the School and Relative Educational Department
    5.3 Limitation of the Research
    5.4 Suggestions for Further Study
Bibliography
Appendices
    Appendix 1 初中英語(yǔ)教師學(xué)科教學(xué)知識(shí)調(diào)查問(wèn)卷
    Appendix 2 課堂觀察實(shí)錄
    Appendix 3 Interview(訪談提綱)
Publications during the Postgraduate Program
Acknowledgements



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