新入职英语教师学科教学知识的个案研究

【作者】 高姗；

【导师】 刘学惠；

【作者基本信息】 南京师范大学 ， 学科教学， 2014， 硕士

【摘要】 教师不仅需要具备扎实的学科专业知识和普通教育教学知识,更需要拥有与实践紧密相连的特定学科教学知识。美国教育学家L. Shulman将此种知识叫命名为“学科教学知识”(PCK),坚称它是教师专业知识基础的核心。PCK被定义为教师对学科内容知识以学生易于接受的方式所进行的教学化重构。PCK的主要构成有：对特定学科内容的教学目标的认知；对学生学习特定内容时认知状态的认知；对特定学科内容的课程资源的知识；针对特定学科内容的教学策略知识。英语教师拥有怎样的PCK?它是如何形成和发展的?对这些问题的研究不仅针对成熟教师和专家教师,也指向新入职的教师。本研究是一项对新入职英语教师的学科教学知识的研究。研究者追踪了两名硕士毕业生(其中一名为教育硕士)在新入职第一学期的阅读教学实践,以高中英语阅读教学为侧重点,探究新入职教师英语阅读教学知识在入职后的呈现、变化以及相关影响因素。研究围绕这两个问题展开：1)两位新入职英语教师在入职后各自表现出的阅读教学PCK有哪些?2)两位新入职教师的阅读教学PCK的发展受到哪些因素影响?通过质性的个案研究方法,充分利用课堂观察、访谈问卷、课后采访、录像录音、实物资料收集等多种数据收集手段,对两位新入职英语教师的阅读教学进行了深入探索与分析。研究结果表明,这两位新入职教师都能说出关于阅读教学的目标较为正确的认识,在教学实践中也有一定体现但不够充分,他们对语言知识和技能给予应有的关注但不一定能把握好重点和平衡；他们能意识到学生总体的认知状态,包括理解障碍,这表现在为解决学生理解问题所做出的努力上,但对个体学生还没有充分的关注；在教学资源的知识方面,教师能够较为灵活地运用教材和其他资料完成课堂教学,包括多媒体工具；在阅读教学策略知识方面,如阅读课的基本流程和活动方式,新入职教师有较为清晰的概念,但他们这方面的认知多样性和灵活性显然还有局限,二位教师也存在一定差异。关于新教师PCK的因素,分析发现新入职教师学科教学知识变化是自身因素和外在因素共同作用的结果,在众多因素中,教师教育所带来的差异并不如预期的明显。更多还原

【Abstract】 Teachers not only need to possess sound disciplinary content knowledge and generic pedagogical knowledge but, more importantly, need a good command of subject-specific pedagogical knowledge which is highly connected to practical experience. American educationist L. Shulman termed this knowledge as pedagogical content knowledge (PCK) and asserted it is at the heart of teachers’ professional competence. PCK is defined as pedagogically reformulation of subject content knowledge in the way students have easy access to it. The sub-categories of PCK include knowledge of overarching objectives in teaching the subject; knowledge of students’ cognition in learning the subject; knowledge of the curricular materials related to the subject and knowledge of the strategies to be used for teaching the subject.What are the PCK for teachers of English as foreign language? How is it formed and developed? There have been researches addressing such questions on both well-experienced teachers and on novice teachers as well. This study was intended for the latter, which traced two of novice teachers (one of them is M. Ed in teaching English) in teaching practices in the first term with the focus on reading lessons in Senior1. This case study explored novice English teachers’PCK, its development and the affecting factors, guided by two research questions:What is the two novice teachers’ PCK of reading teaching demonstrated in their classroom teaching? What factors influence the development of their PCK of reading teaching? The researcher made an in-depth exploration and analysis on the two novice teachers’ teaching practice through various kinds of data-collection procedures:classroom observation, structured interview, after-class interview, video and audio recording and material objects.By analyzing the data of the two novice teachers, the study finally finds that,(1) both of the teachers claimed fairly comprehensive understanding about the goals of reading teaching and tried to practice it, but they had difficulties fully actualizing the ideas in classroom; they paid due attention to language knowledge and skills yet with some problems in due focus and balance;(2) both teachers were aware of students’ conditions, like difficulty in reading comprehension, which was reflected in their efforts to solve the problems in students’reading;(3) in terms of teaching materials, the two teachers could make appropriate use of textbook and other materials in reading teaching, including multi-media tools;(4) regarding strategic knowledge, both teachers showed fairly clear concepts about the general procedure and activity types of reading lesson, but their cognitive variety and flexibility in using them were obviously limited and individually different. Regarding factors affecting novice teachers’PCK, the researcher found that external and internal factors interact and affect the development of the novice teachers’ pedagogical content knowledge together. However, the impact of teacher education was not found as obvious as expected.更多还原