【摘要】：學(xué)科教學(xué)知識(PCK)是舒爾曼1986年針對學(xué)科知識和教學(xué)知識相分離的情景提出的。自這一概念提出至今,已有眾多的研究者圍繞這一概念嘗試進(jìn)行了不同學(xué)科的探究。學(xué)科教學(xué)知識是最有價值的一種知識形式,它的核心內(nèi)涵是“從學(xué)生的視角,實現(xiàn)知識的轉(zhuǎn)化”。內(nèi)涵的前提是立足學(xué)生立場,以學(xué)生易于理解和接受的方式,了解學(xué)生的已有經(jīng)驗和迷思概念,預(yù)設(shè)學(xué)生的學(xué)習(xí)困難。目的是實現(xiàn)知識的轉(zhuǎn)化,把教師的教學(xué)目標(biāo)轉(zhuǎn)化為學(xué)生的學(xué)習(xí)目標(biāo),把教師的教學(xué)內(nèi)容轉(zhuǎn)化為學(xué)生的學(xué)習(xí)內(nèi)容,將教師的教學(xué)策略轉(zhuǎn)化為學(xué)生的學(xué)習(xí)策略。本研究具體到英語學(xué)科,嘗試探討小學(xué)英語教師學(xué)科教學(xué)知識的生成機(jī)制,旨在研究小學(xué)英語教師學(xué)科教學(xué)知識如何才能從理論到實踐,從實踐到理論發(fā)生耦合生成路徑。本研究采用量化研究和質(zhì)性分析相結(jié)合的方式。在量化階段,對15所小學(xué)的128名英語教師做了問卷調(diào)查。在質(zhì)性分析階段,采用隨機(jī)抽樣的方式,選取明德門小學(xué)為本研究的樣本學(xué)校,之后,采用分層抽樣的方式,選取西安市雁塔區(qū)明德門小學(xué)的三位英語教師為研究對象,進(jìn)行深入的訪談和觀察。本研究首先通過文獻(xiàn)法對國內(nèi)外有關(guān)學(xué)科教學(xué)知識的文獻(xiàn)進(jìn)行了整理、分析,找到一個新的切入點(diǎn)。然后通過問卷調(diào)查法對128名小學(xué)英語教師進(jìn)行了調(diào)查研究,同時通過半結(jié)構(gòu)式訪談法和參與型觀察法,從三名樣本教師課前的教學(xué)設(shè)計,到課中的行為表現(xiàn),再到課后的教學(xué)反思,深入分析了小學(xué)英語教師PCK的現(xiàn)狀,之后分析了小學(xué)英語教師PCK現(xiàn)狀中存在的問題,并對問題產(chǎn)生的原因進(jìn)行了剖析,緊接著從內(nèi)部和外部分析了小學(xué)英語教師PCK生成模型的生成條件并建構(gòu)了小學(xué)英語教師PCK生成的模型,最后從五個維度提出了小學(xué)英語教師PCK生成的主要策略。本研究具體分為五個章：第一章首先闡明選題的緣由和研究的意義；接著從國外、國內(nèi)兩方面對PCK的內(nèi)涵結(jié)構(gòu)進(jìn)行綜述,找到本研究的切入點(diǎn)；第四小節(jié)界定了“知識”、“學(xué)科教學(xué)知識”、“學(xué)科教學(xué)知識生成”、“學(xué)科教學(xué)知識生成機(jī)制”這四個核心的概念；最后,闡述本研究選取的研究方法。第二章分析了本研究所依據(jù)的五個理論,分別是：社會建構(gòu)主義理論、語言輸入學(xué)習(xí)理論、知識整合理論、默會知識理論和野中郁次郎的SECI模型。本部分對這五個理論分別展開了論述。第三章通過量化和質(zhì)化相結(jié)合的方式,對小學(xué)英語教師PCK的現(xiàn)狀做了實踐調(diào)查。通過問卷調(diào)查法、訪談法和觀察法,從關(guān)于英語教學(xué)觀的知識、關(guān)于英語教學(xué)內(nèi)容的知識、關(guān)于學(xué)生的知識、關(guān)于英語教學(xué)策略的知識、關(guān)于英語學(xué)習(xí)評價的知識五個維度對小學(xué)英語教師PCK的現(xiàn)狀做了陳述分析。第四章筆者參照第二章的五個理論基礎(chǔ),建構(gòu)了小學(xué)英語教師PCK生成的模型并作了整理分析。本部分分三小節(jié),首先對小學(xué)英語教師現(xiàn)狀中存在的問題做了陳述并對原因進(jìn)行了分析,之后生成了新模型即小學(xué)英語教師PCK生成模型,最后一小節(jié)詳細(xì)地闡述了新模型并分析了新模型的創(chuàng)新之處。第五章針對小學(xué)英語教師PCK的現(xiàn)狀,并依據(jù)小學(xué)英語教師PCK生成的模型,從五個維度對小學(xué)英語教師PCK的生成提出一些有針對性的策略建議。
[Abstract]:Subject teaching knowledge (PCK) was put forward by Schulman in 1986 in view of the separation of subject knowledge and teaching knowledge. Since this concept was put forward, many researchers have tried to explore different disciplines around this concept. Subject teaching knowledge is the most valuable form of knowledge, and its core connotation is "from students". The premise of the connotation is to understand students'existing experience and misconceptions in a way that students can understand and accept easily, and to presuppose students' learning difficulties. This study attempts to explore the generation mechanism of primary school English teachers'pedagogical knowledge, aiming at studying how primary school English teachers' pedagogical knowledge can be generated from theory to practice and from practice to theory. In the quantitative stage, 128 English teachers from 15 primary schools were surveyed. In the qualitative analysis stage, a random sampling method was adopted to select Mingdemen Primary School as the sample school, and then stratified sampling was used to select Mingdemen in Yanta District of Xi'an City. Three primary school English teachers were interviewed and observed in depth. Firstly, the literature on subject teaching knowledge at home and abroad was collated, analyzed and a new breakthrough point was found. Then, 128 primary school English teachers were investigated by questionnaire survey and semi-structured. The present situation of primary school English teachers'PCK is deeply analyzed by the methods of interview and participatory observation, from the pre-class teaching design of three sample teachers, the behavior in class, and the teaching reflection after class. Then the existing problems of primary school English teachers' PCK are analyzed, and the causes of the problems are analyzed. This paper analyzes the generation conditions of the PCK generation model for primary school English teachers and constructs the PCK generation model for primary school English teachers. Finally, it puts forward the main strategies of PCK generation for primary school English teachers from five dimensions. The fourth section defines the four core concepts of "knowledge", "subject teaching knowledge", "subject teaching knowledge generation" and "subject teaching knowledge generation mechanism". Finally, it expounds the research methods selected in this study. The five theories are: social constructivism theory, language input learning theory, knowledge integration theory, tacit knowledge theory and Yukiro Nozaka's SECI model. The five theories are discussed respectively in this part. Chapter three realizes the status quo of primary school English teachers'PCK by combining quantitative and qualitative methods. Through questionnaires, interviews and observations, this paper makes a statement and analysis of the status quo of primary school English teachers'PCK from five dimensions: knowledge of English teaching outlook, knowledge of English teaching content, knowledge of students, knowledge of English teaching strategies and knowledge of English learning evaluation. This part is divided into three sections. Firstly, the problems existing in the current situation of primary school English teachers are stated and the reasons are analyzed. Then, a new model, PCK generation model for primary school English teachers, is created. The last section elaborates in detail. In the fifth chapter, according to the current situation of primary school English teachers'PCK and the model of primary school English teachers' PCK generation, the author puts forward some pertinent strategies and suggestions for the generation of primary school English teachers'PCK from five dimensions.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31

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本文編號：2250999