【摘要】：PCK (Pedagogical Content Knowledge)作為教師開(kāi)展課堂教學(xué)的基礎(chǔ)和教師專(zhuān)業(yè)知識(shí)的體現(xiàn),已經(jīng)在國(guó)內(nèi)外引起了越來(lái)越多的學(xué)者的關(guān)注。自1986年舒爾曼(Shulman)教授提出PCK的概念以來(lái),學(xué)科教學(xué)知識(shí)便作為教師的專(zhuān)業(yè)知識(shí)和教師專(zhuān)業(yè)發(fā)展的重要組成部分把教師和其他職業(yè)區(qū)分開(kāi)來(lái),在此舒爾曼強(qiáng)調(diào)了教師區(qū)別于其他職業(yè)的專(zhuān)業(yè)特質(zhì)。初任語(yǔ)文教師往往面臨著專(zhuān)業(yè)成長(zhǎng)方面的困惑,而這和他們PCK的缺失不無(wú)關(guān)系。因此,本研究選擇初任語(yǔ)文教師和專(zhuān)家型語(yǔ)文教師在PCK方面的差異作為研究對(duì)象,希望為初任語(yǔ)文教師快速成長(zhǎng)為專(zhuān)家型教師提供借鑒。本研究選取Y市Y中學(xué)一位任教一年的語(yǔ)文初任教師C老師和一位任教23年的江蘇省語(yǔ)文特級(jí)教師L老師為研究對(duì)象,通過(guò)對(duì)兩位教師的訪(fǎng)談,以及對(duì)高二必修五中《蘭亭集序》的實(shí)施過(guò)程為研究依據(jù),并結(jié)合對(duì)兩位教師的全息觀察,運(yùn)用調(diào)查研究法、文本分析法、課堂觀察法、訪(fǎng)談法和比較分析法等方法,基于PCK的調(diào)查分別對(duì)兩位高中語(yǔ)文初任教師和專(zhuān)家型教師進(jìn)行了個(gè)案比較、分析和研究,從而得出相關(guān)結(jié)論。本研究主要分為五個(gè)部分:第一部分是緒論。該章節(jié)介紹了本文的研究背景,闡釋了本文的研究的目的與意義,同時(shí)列舉了本文研究的方法與過(guò)程。第二部分對(duì)國(guó)內(nèi)外的研究現(xiàn)狀進(jìn)行解讀,對(duì)國(guó)內(nèi)外關(guān)于初任教師和專(zhuān)家型教師的界定以及對(duì)PCK的研究進(jìn)行綜述,并列出本論文的研究框架。第三部分以初任教師C教師和專(zhuān)家型教師L教師的PCK差異進(jìn)行比較分析。該章節(jié)首先介紹了樣本學(xué)校與樣本對(duì)象的選取,然后從全息觀察的角度對(duì)兩位教師從備課與課前準(zhǔn)備、上課與課堂觀察、作業(yè)評(píng)改與反思、教學(xué)目的觀與學(xué)生觀進(jìn)行比較分析,并得出了兩位教師PCK結(jié)構(gòu)圖。第四部分分析了產(chǎn)生初任教師與專(zhuān)家型教師的影響素,在此基礎(chǔ)上形成了關(guān)于初任教師和專(zhuān)家型教師PCK差異的結(jié)論,并提出了提升初任教師PCK結(jié)構(gòu)的可行性建議。第五部分是結(jié)語(yǔ)。研究認(rèn)為初任教師與專(zhuān)家型教師在PCK方面存在著以下差異:1.信念上存在鮮明差異。2.教學(xué)上存在顯著差異。3.課程上存在明顯區(qū)別。4.學(xué)生和情境方面存在顯著不同。研究同時(shí)認(rèn)為初任教師應(yīng)該在以下幾個(gè)方面付出努力,可促使其PCK得到改進(jìn),使其快速成長(zhǎng)為專(zhuān)家型教師:一、堅(jiān)定信念,樹(shù)立理想——向名師學(xué)習(xí);二、增加歷練,關(guān)注教學(xué)——向?qū)嵺`學(xué)習(xí);三、扎實(shí)基礎(chǔ),注重反思——向書(shū)本學(xué)習(xí);四、關(guān)注學(xué)生,創(chuàng)設(shè)情境——向生活學(xué)習(xí)。
[Abstract]:As the foundation of teachers' classroom teaching and the embodiment of teachers' professional knowledge, PCK (Pedagogical Content Knowledge) has attracted more and more scholars' attention at home and abroad. Since Professor Schulman (Shulman) introduced the concept of PCK in 1986, subject teaching knowledge has distinguished teachers from other professions as an important part of teachers' professional knowledge and teacher professional development. Here Schulman highlights the professional characteristics of teachers as distinct from other professions. New Chinese teachers often face the confusion of professional development, which is related to their lack of PCK. Therefore, this study chooses the difference between the new Chinese teachers and the expert language teachers in PCK as the research object, hoping to provide reference for the new Chinese teachers to grow into expert teachers quickly. In this study, a Chinese teacher C who taught for one year in Y Middle School and L teacher who taught in Jiangsu Province for 23 years were selected as the research objects, and the two teachers were interviewed. On the basis of the research on the implementation process of Lanting Collection order, and combining the holographic observation of the two teachers, this paper applies the methods of investigation, text analysis, classroom observation, interview and comparative analysis, and so on. The investigation based on PCK makes a case comparison, analysis and research on the two junior Chinese teachers and expert teachers in senior high school, so as to draw the relevant conclusions. This research is divided into five parts: the first part is the introduction. This chapter introduces the research background, explains the purpose and significance of this study, and enumerates the research methods and processes. In the second part, the author interprets the current research situation at home and abroad, summarizes the definition of initial and expert teachers at home and abroad and the research on PCK, and lists the research framework of this paper. The third part makes a comparative analysis of the PCK difference between the initial teacher C teacher and the expert teacher L teacher. This chapter first introduces the sample schools and sample objects, then from the perspective of holographic observation, makes a comparative analysis of the two teachers from the perspective of lesson preparation and pre-class preparation, class and classroom observation, homework evaluation and reflection, teaching purpose view and student view. The PCK structure diagram of two teachers is obtained. In the fourth part, the author analyzes the influential factors that produce the initial and expert teachers, on the basis of which, it forms a conclusion about the differences between the initial teachers and the expert teachers, and puts forward some feasible suggestions on how to improve the structure of the new teachers' PCK. The fifth part is the conclusion. The research shows that there are the following differences in PCK between new teachers and expert teachers: 1. There are sharp differences in beliefs. 2. There are significant differences in teaching. 3. There are obvious differences in the curriculum. 4. There are significant differences between students and situations. At the same time, the author thinks that the new teachers should make great efforts in the following aspects, which can promote the improvement of their PCK and make them grow into expert teachers quickly: first, firm faith, set up the ideal to learn from famous teachers; Second, increase experience, pay attention to teaching-learning from practice; third, solid foundation, focus on reflection-to learn from books; fourth, pay attention to students, create situations-to learn from life.
【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(lèi)號(hào)】：G633.3

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