本文選題：學(xué)科教學(xué)知識(shí) + 專家型教師��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：學(xué)科教學(xué)知識(shí)(Pedagogica1 Content Know1edge),即PCK,是教師個(gè)人教學(xué)經(jīng)驗(yàn)的體現(xiàn),是對(duì)特定領(lǐng)域?qū)W科知識(shí)與教學(xué)法知識(shí)加以整合的體現(xiàn),包含著教師對(duì)所教學(xué)科的獨(dú)特理解與領(lǐng)悟,是教師知識(shí)基礎(chǔ)的核心部分。八十年代中期,舒爾曼在史坦福大學(xué)主持了一項(xiàng)教學(xué)專業(yè)知識(shí)成長(zhǎng)的研究,其宗旨即在于探討教師學(xué)科知識(shí)的內(nèi)涵、發(fā)展變化以及獲取途徑與應(yīng)用方式。經(jīng)過大量研究,他們提出了“學(xué)科教學(xué)知識(shí)”這一概念,認(rèn)為學(xué)科專家與教學(xué)專家、高成效與低成效教師之間的最大區(qū)別就在于是否擁有“學(xué)科教學(xué)知識(shí)�！币虼�,深入研究不同學(xué)科不同教師的學(xué)科教學(xué)知識(shí)對(duì)推進(jìn)教師專業(yè)發(fā)展,提高教育質(zhì)量具有重要的意義。隨后格羅斯曼(1990)對(duì)學(xué)科教學(xué)知識(shí)的構(gòu)成進(jìn)行了研究,構(gòu)建了四個(gè)維度的學(xué)科教學(xué)知識(shí)內(nèi)容模型,為其后的相關(guān)研究提供了理論框架。本研究的目的是為了探究新手教師和專家型教師學(xué)科教學(xué)知識(shí)的不同,明確如何從新手教師發(fā)展為專家型教師,為教師培訓(xùn)提供科學(xué)依據(jù),盡快縮短新手教師的發(fā)展周期。本文綜合了格羅斯曼和科克倫的學(xué)科教學(xué)知識(shí)結(jié)構(gòu)理論,采取量和質(zhì)結(jié)合的研究方式,通過訪談、調(diào)查問卷等手段搜集數(shù)據(jù)資料,對(duì)高中英語新手教師與專家教師的學(xué)科教學(xué)知識(shí)進(jìn)行比較與分析。主要對(duì)以下問題進(jìn)行了研究:(1)高中新手教師和專家型教師的學(xué)科教學(xué)知識(shí)有何不同?造成的原因是什么?(2)曾經(jīng)的新手教師是如何轉(zhuǎn)變成專家型教師的?是什么促進(jìn)了他們的發(fā)展?筆者從自己實(shí)習(xí)學(xué)校高二年級(jí)的任課教師中選出了一位專家教師和一位新手教師,分別對(duì)兩位教師進(jìn)行訪談,對(duì)比分析新手教師與專家教師的學(xué)科教學(xué)知識(shí)。然后再集中分析專家型教師學(xué)科教學(xué)知識(shí)發(fā)展的歷程。最后,通過對(duì)兩位教師授課班級(jí)的122名學(xué)生進(jìn)行問卷調(diào)查,了解學(xué)生對(duì)教師學(xué)科教學(xué)知識(shí)的觀點(diǎn),同時(shí)也檢驗(yàn)訪談結(jié)論的準(zhǔn)確性。通過訪談及數(shù)據(jù)分析,本研究發(fā)現(xiàn)高中專家教師和新手教師學(xué)科教學(xué)知識(shí)的差異主要體現(xiàn)在以下幾方面:(1)在英語教學(xué)目的知識(shí)方面,專家型教師注重語言基礎(chǔ)知識(shí)技能及文化情感的雙重培養(yǎng),而新手教師更側(cè)重于語言知識(shí)技能的掌握;(2)在課程知識(shí)方面,專家教師更擅長(zhǎng)于幫助學(xué)生搭建知識(shí)間相互聯(lián)系的橋梁,而新手教師的課程內(nèi)容編排能力較弱;(3)在對(duì)學(xué)生理解的知識(shí)方面,專家教師教學(xué)經(jīng)驗(yàn)豐富,對(duì)高中生的身心特點(diǎn)、認(rèn)知水平有充分確切的了解,而新手教師則由于經(jīng)驗(yàn)不足,對(duì)學(xué)情的掌握不夠全面;(4)在教學(xué)策略方面,專家教師認(rèn)為教無定法,會(huì)配合學(xué)生狀況而定,且遵循心理規(guī)律,注重與學(xué)生的溝通,而新手教師注重運(yùn)用多種教學(xué)形式,提高教學(xué)效果,但其本質(zhì)是為了體現(xiàn)個(gè)人素質(zhì)。基于以上差異,本文提出了促進(jìn)新手教師學(xué)科教學(xué)知識(shí)提升的一些建議。對(duì)于新手教師學(xué)科教學(xué)知識(shí)的發(fā)展有以下建議:(1)學(xué)習(xí)先進(jìn)的教學(xué)理論,并將其運(yùn)用到教學(xué)中;(2)反思英語課程知識(shí),加深對(duì)學(xué)科知識(shí)的理解;(3)從學(xué)生的視角考慮英語教學(xué),據(jù)其需要選擇合適的內(nèi)容及方法;(4)重視學(xué)科反思。鑒于研究者能力的限制,本研究存在以下不足之處:研究時(shí)間不夠充足;研究對(duì)象僅為一所學(xué)校的兩位老師,研究樣本少。因此,結(jié)合以上研究發(fā)現(xiàn)和不足,今后的研究者可嘗試擴(kuò)大研究樣本,或分析男性和女性教師的學(xué)科教學(xué)知識(shí)的差異,從而進(jìn)一步豐富學(xué)科教學(xué)知識(shí)的相關(guān)研究。
[Abstract]:The subject teaching knowledge (Pedagogica1 Content Know1edge), that is, is the embodiment of the teacher's personal teaching experience, is the embodiment of the integration of the subject knowledge and the knowledge of the teaching method in the specific field. It contains the unique understanding and understanding of the teachers' teaching subject. It is the core part of the teacher's knowledge base. In the middle of the 80s, Schulman was in Stan Fu big. The study presided over a study of the growth of teaching professional knowledge. The purpose of the study is to explore the connotation of the subject knowledge of teachers, the development and change and the ways of obtaining and applying. After a large amount of research, they put forward the concept of "subject teaching knowledge", and think that the experts and experts of the subject are the most effective and low effective teachers. The difference lies in the possession of "knowledge of subject teaching". Therefore, it is of great significance to study the subject teaching knowledge of different teachers in different disciplines to promote the professional development of teachers and improve the quality of education. Then Grossman (1990) has studied the composition of the subject teaching knowledge and constructed the four dimensions of the subject teaching knowledge. The volume model provides a theoretical framework for the subsequent research. The purpose of this study is to explore the differences in the teaching knowledge between the novice teachers and the expert teachers, to clarify how to develop from novice teachers to expert teachers, to provide scientific basis for teacher training, and to shorten the development cycle of novice teachers as soon as possible. The theory of subject teaching knowledge structure of man and Cochran and the method of combining quantity and quality are adopted to collect data by means of interview and questionnaire. This paper makes a comparison and analysis of the subject teaching knowledge of senior high school English teachers and expert teachers. (1) the following problems are mainly studied: (1) the novice teachers and the expert teaching in high school What are the differences in the teaching knowledge of the teachers? What are the causes? (2) how did the former novice teachers become expert teachers? What was the promotion of their development? I selected an expert teacher and a novice teacher from the senior second grade teachers in his own practice school, and interviewed two teachers, respectively. Compare and analyze the subject teaching knowledge of the novice teachers and the expert teachers. Then, the course of the development of the subject teaching knowledge of the expert teachers is analyzed. Finally, through a questionnaire survey of the 122 students of the two class teachers, the students' views on the teaching knowledge of the teachers are understood and the accuracy of the interview conclusions is also tested. After interviews and data analysis, this study finds that the differences in the teaching knowledge of senior high school teachers and novice teachers are mainly reflected in the following aspects: (1) in terms of the purpose of teaching English, the expert teachers pay more attention to the dual training of language basic knowledge skills and cultural emotions, while novice teachers are more focused on the mastery of language knowledge and skills. (2) in the course of curriculum knowledge, the expert teachers are better at helping the students to build bridges between knowledge and knowledge, and the ability of the new teachers to arrange the course content is weak. (3) in the knowledge of students' understanding, the teaching experience of the expert teachers is rich, and there is a full and exact understanding of the physical and mental characteristics of the high school students and the cognitive level of the high school students, and the novice teachers Because of lack of experience, the grasp of the learning situation is not comprehensive enough; (4) in the teaching strategy, the expert teachers think that teaching the indefinite law will be determined by the condition of the students, and follow the psychological law, and pay attention to the communication with the students, and the novice teachers pay more attention to the use of various teaching forms to improve the teaching effect, but the essence is to reflect the individual quality. Based on the above, the teachers' essence is based on the above. This paper puts forward some suggestions to promote the promotion of the new teaching knowledge of the novice teachers. The following suggestions are made for the development of the novice teachers' subject teaching knowledge: (1) learning advanced teaching theory and applying it to teaching; (2) rethinking the knowledge of English courses, deepening the understanding of the subject knowledge, and (3) considering English teaching from the perspective of the students, According to the need to choose the appropriate content and method; (4) pay attention to the subject reflection. In view of the limitations of the researcher's ability, the research has the following shortcomings: the research time is not enough; the research object is only two teachers in one school, and the research sample is few. Therefore, the researchers can try to expand the research in the future. Samples, or analysis of the differences in teaching knowledge between male and female teachers, so as to further enrich the related research on subject pedagogical knowledge.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1874627