教育大計(jì),教師為本,有好的教師才有好的教育。這充分顯示了教師專(zhuān)業(yè)發(fā)展的重要性,如何開(kāi)展外語(yǔ)教師專(zhuān)業(yè)發(fā)展的研究則直接關(guān)系到我國(guó)外語(yǔ)教師整體素質(zhì)的提升。而教學(xué)知識(shí)是教師知識(shí)的重要組成部分,英語(yǔ)教師教學(xué)知識(shí)的增長(zhǎng)是促進(jìn)教師專(zhuān)業(yè)發(fā)展的關(guān)鍵。因此,教師教學(xué)知識(shí)的提出與研究,對(duì)考量教師專(zhuān)業(yè)發(fā)展的情況是十分必要的。TKT是英國(guó)完備的教師資格考試,是為英語(yǔ)為非母語(yǔ)的中小學(xué)英語(yǔ)教師或成人英語(yǔ)教師而設(shè)定的,其目的是檢測(cè)英語(yǔ)教師的教學(xué)知識(shí)水平�；诖�,研究發(fā)現(xiàn),從TKT所反映的英語(yǔ)教師英語(yǔ)教學(xué)知識(shí)來(lái)看,實(shí)習(xí)基地的英語(yǔ)教師能廣泛掌握英語(yǔ)教師教學(xué)知識(shí),但對(duì)英語(yǔ)教學(xué)方法知識(shí)的掌握與英語(yǔ)教學(xué)課程知識(shí)掌握程度存在顯著差異,主要體現(xiàn)在語(yǔ)言知識(shí)運(yùn)用,教學(xué)活動(dòng)目的方面;實(shí)習(xí)基地的不同教齡、不同任教學(xué)校、不同任教學(xué)段、不同畢業(yè)學(xué)校層次的英語(yǔ)教師教學(xué)知識(shí)水平有顯著差異。同時(shí)發(fā)現(xiàn),從教師教育培養(yǎng)來(lái)看,英語(yǔ)教師對(duì)教師教學(xué)知識(shí)的了解主要是基于職前的學(xué)習(xí)以及職后的教學(xué)經(jīng)驗(yàn),對(duì)英語(yǔ)教學(xué)知識(shí)理論的學(xué)習(xí)較少。針對(duì)以上調(diào)研結(jié)果呈現(xiàn)出來(lái)的問(wèn)題,本研究通過(guò)深入的探討為之提出了相應(yīng)的策略,同時(shí)為教師資格考試的完善提出行之有效的建議。

【文章頁(yè)數(shù)】：100 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Background of the Research
    1.2 Purpose of Research
    1.3 Significance of Research
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Definition of Key Concepts
        2.1.1 TKT
        2.1.2 Teachers' Pedagogical Knowledge
    2.2 The Structure of Teachers' Knowledge
    2.3 Studies on Teachers' Pedagogical Knowledge
        2.3.1 The Status Quo of Teachers' Pedagogical Knowledge Related Studies
        2.3.2 The Structure of English Teachers' Pedagogical Knowledge
    2.4 TKT and Teachers' Pedagogical Knowledge
        2.4.1 Relationship Between TKT and Teachers' Pedagogical Knowledge
        2.4.2 The Status Quo of TKT Related Studies
CHAPTER Ⅲ RESEARCH DESIGN
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Test
        3.3.2 Interview
    3.4 Procedures of Research
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Overalll Level of English Teachers' Pedagogical Knowledge
        4.1.1 Distribution of Research Participants' Information in the Sample
        4.1.2 The Level of English Teachers' Pedagogical Knowledge by TKT
        4.1.3 The Level of English teachers'Pedagogical knowledge in Different Background
    4.2 Feedback on English Teachers Education
CHAPTER Ⅴ CONCLUSION
    5.1 Major Research Findings
    5.2 Implications
    5.3 Limitations and Expectations
REFERENCES
APPENDICES
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ



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