中学有经验英语教师的学科教学法知识发展的叙事探究
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摘要
教师在教育和教学中的重要地位不言而喻。教师负有传道、授业和解惑的责任。因此要从事教育教学工作的教师必须具备一定的知识,而教师所具备的那种能把学科知识转化为学生容易理解和掌握的知识形式的学科教学法知识就显得尤为重要了。自上世纪八十年代以来,许多国外的研究者对教师的学科教学法知识进行了大量的研究。然而对英语教师的学科教学法知识的研究却不多见。我国对教师知识的系统研究相对滞后,上世纪九十年代末起步,且国内研究者对教师知识的研究大多是从教师理论知识和实践知识两个视角出发,而对能够综合理论知识和实践知识的学科教学法知识没有给予足够的重视。因此,研究有经验的英语教师的学科教学法知识的发展即是作者撰写本文的目的所在。
本文试图通过对中学有经验英语教师学科教学法知识的发展研究为中国的教师教育和教师职业发展做出贡献。该论文通过对四位有经验的中学英语教师在其教学生涯中对教育观念,对待学生的态度,教学呈现和教材使用上的认知发展来探究教师的学科教学法知识的发展变化。
本研究围绕四个研究问题来进行材料收集,整理和分析。它们是:(1)在反思教学经验时,哪些思想模式代表了有经验英语教师的学科教学法知识?(2)在这些思想模式中有哪些是核心的范畴?(3)这些核心思想模式体现了教师学科教学法知识的哪些特征?(4)在教学生涯中有经验教师的学科教学法知识是怎样发展起来的?在研究过程中,基本的研究素材都是通过三个多月一系列的调查,课堂观摩,访谈和对话收集起来的,它们包括课堂观察笔记,教师教案,教师生平经历,课堂录音和访谈录音。材料的分析主要依据职初教学情况和目前教学情况两条线索展开,分别通过单个教师案例内的分析比较辨认出教师对教学工作认识和看法的变化;进行跨案例的分析辨认出凸显的共同模式和特征。
本研究所得出的主要结论是:首先,在教师对过去教学经验的反思中,曾经的学习经验,个人反思,教学管理,与学生建立友好关系,同事影响,教育理论,教育技术的应用,教学目标,语言处理以及学生的情感特征等思想范畴都能体现教师的学科教学法知识。其次,教师先前的学习经验知识,教学管理,教学目标和学生的情感特征是四个主要的思想范畴,它们的变化都在不同程度上体现了教师学科教学法知识的特征。主要表现为:教师的学科教学法知识并不仅仅是一种静态的理论概念,而是在教师的在职教学实践中发展起来的;教师对教学管理的意识的改变反应了教师学科教学法知识的实践性特征;教师为了满足工作环境的要求而改变教学目标体现了教师学科教学法知识的情境性特征;而教师对学生情感特征的考虑发生变化则表明教师学科教学法知识的个人化特征。最后,本研究发现教师的教学探索和实验,师生间的冲突,个人反思,同事的影响,以及深造和出国留学都是教师学科教学法知识发展的关键因素。鉴于以上研究结果,本论文最后指出了该论文对中国教师教育和教师职业发展的一些启示,以及今后更深层次研究的建议和方向。
It is self-evident that teachers have the important statuses in education and teaching and they are responsible for transmitting wisdom,imparting knowledge and resolving doubts.Therefore,teachers who are engaged in teaching must be qualified for certain,knowledge.Pedagogical content knowledge is very important for teachers to transform subject-matter knowledge into a form accessible to students.A great number of international researchers have conducted a lot of research on teachers' pedagogical content knowledge,since 1980s.However,few studies have focused on the development of English teachers' pedagogical content knowledge.Systematic research on teacher knowledge in China was lagged behind comparatively.And it got off to a start since the late of 1990s.Moreover,researchers in China explored teacher knowledge frequently from tow perspectives,theoretical knowledge and practical knowledge.However,pedagogical content knowledge,as a special amalgam of theoretical knowledge and practical knowledge,has been given inadequate attention. Therefore,to investigate the pedagogical content knowledge of experienced English teachers is the purpose of this study.
This paper tries to inquiry the growth of teachers' pedagogical content knowledge by means of investigating four experienced English teachers'cognitive development on educational ideas,attitude toward students,teaching representations and understanding of teaching materials during their teaching career with the purpose of making contributions to teacher education and professional progress in China.
This study centered on four research questions to collect,sort out and analyze data. The four research questions are:(1)What patterns of thoughts representing pedagogical content knowledge do experienced English teachers express when reflecting their teaching experiences?(2)What are the core categories among these reflective thoughts?(3)What kinds of features do these core categories embody teachers'pedagogical content knowledge?(4)How do experienced teachers develop pedagogical content knowledge across the years of teaching? During the course of research,the selected basic data were.gathered over three months through a sequence of survey,classroom observations,interviews and conversations consisted of field notes of observations,teaching plans,teachers' life experiences,audio-recording of classroom teaching and interviews.The examination of the data was intended to analyze the situation about teachers' beginning years of teaching and.present teaching. Within-case comparisons were conducted to identify changes in teachers' perception of their work,and cross-case analyses were conducted to identify emerging common patterns and characteristics.
The main findings that were gained from this study were that:firstly,teachers' thinking patterns such as previous learning experience,self-reflection,teacher control, building rapport,colleagues influence,educational theories,the application of teaching techniques,instructional goals,handling of language items and student effect all embody their pedagogical content knowledge in their reflections of past teaching experience;Secondly,prior knowledge,teacher control,instructional goal and student affective traits are the main identical thinking patterns in these four teachers' reflection.Moreover,the variance of these four core categories embodies the features of teachers' pedagogical content knowledge as that:pedagogical content knowledge is a developmental construct in in-service teaching,And it has the distinct characteristic of being practical,contextual and personal.Finally,the results of this study show that teachers' exploration and experimentation in teaching,teacher versus student conflict, teacher's self-reflection,experienced colleagues'influence and good chances of study further or study abroad are crucial to the.development of teachers' pedagogical content knowledge.In the light of the main findings in this study,the paper ends with the implications for teacher education and professional development in China and some recommendations for future studies.
本文试图通过对中学有经验英语教师学科教学法知识的发展研究为中国的教师教育和教师职业发展做出贡献。该论文通过对四位有经验的中学英语教师在其教学生涯中对教育观念,对待学生的态度,教学呈现和教材使用上的认知发展来探究教师的学科教学法知识的发展变化。
本研究围绕四个研究问题来进行材料收集,整理和分析。它们是:(1)在反思教学经验时,哪些思想模式代表了有经验英语教师的学科教学法知识?(2)在这些思想模式中有哪些是核心的范畴?(3)这些核心思想模式体现了教师学科教学法知识的哪些特征?(4)在教学生涯中有经验教师的学科教学法知识是怎样发展起来的?在研究过程中,基本的研究素材都是通过三个多月一系列的调查,课堂观摩,访谈和对话收集起来的,它们包括课堂观察笔记,教师教案,教师生平经历,课堂录音和访谈录音。材料的分析主要依据职初教学情况和目前教学情况两条线索展开,分别通过单个教师案例内的分析比较辨认出教师对教学工作认识和看法的变化;进行跨案例的分析辨认出凸显的共同模式和特征。
本研究所得出的主要结论是:首先,在教师对过去教学经验的反思中,曾经的学习经验,个人反思,教学管理,与学生建立友好关系,同事影响,教育理论,教育技术的应用,教学目标,语言处理以及学生的情感特征等思想范畴都能体现教师的学科教学法知识。其次,教师先前的学习经验知识,教学管理,教学目标和学生的情感特征是四个主要的思想范畴,它们的变化都在不同程度上体现了教师学科教学法知识的特征。主要表现为:教师的学科教学法知识并不仅仅是一种静态的理论概念,而是在教师的在职教学实践中发展起来的;教师对教学管理的意识的改变反应了教师学科教学法知识的实践性特征;教师为了满足工作环境的要求而改变教学目标体现了教师学科教学法知识的情境性特征;而教师对学生情感特征的考虑发生变化则表明教师学科教学法知识的个人化特征。最后,本研究发现教师的教学探索和实验,师生间的冲突,个人反思,同事的影响,以及深造和出国留学都是教师学科教学法知识发展的关键因素。鉴于以上研究结果,本论文最后指出了该论文对中国教师教育和教师职业发展的一些启示,以及今后更深层次研究的建议和方向。
It is self-evident that teachers have the important statuses in education and teaching and they are responsible for transmitting wisdom,imparting knowledge and resolving doubts.Therefore,teachers who are engaged in teaching must be qualified for certain,knowledge.Pedagogical content knowledge is very important for teachers to transform subject-matter knowledge into a form accessible to students.A great number of international researchers have conducted a lot of research on teachers' pedagogical content knowledge,since 1980s.However,few studies have focused on the development of English teachers' pedagogical content knowledge.Systematic research on teacher knowledge in China was lagged behind comparatively.And it got off to a start since the late of 1990s.Moreover,researchers in China explored teacher knowledge frequently from tow perspectives,theoretical knowledge and practical knowledge.However,pedagogical content knowledge,as a special amalgam of theoretical knowledge and practical knowledge,has been given inadequate attention. Therefore,to investigate the pedagogical content knowledge of experienced English teachers is the purpose of this study.
This paper tries to inquiry the growth of teachers' pedagogical content knowledge by means of investigating four experienced English teachers'cognitive development on educational ideas,attitude toward students,teaching representations and understanding of teaching materials during their teaching career with the purpose of making contributions to teacher education and professional progress in China.
This study centered on four research questions to collect,sort out and analyze data. The four research questions are:(1)What patterns of thoughts representing pedagogical content knowledge do experienced English teachers express when reflecting their teaching experiences?(2)What are the core categories among these reflective thoughts?(3)What kinds of features do these core categories embody teachers'pedagogical content knowledge?(4)How do experienced teachers develop pedagogical content knowledge across the years of teaching? During the course of research,the selected basic data were.gathered over three months through a sequence of survey,classroom observations,interviews and conversations consisted of field notes of observations,teaching plans,teachers' life experiences,audio-recording of classroom teaching and interviews.The examination of the data was intended to analyze the situation about teachers' beginning years of teaching and.present teaching. Within-case comparisons were conducted to identify changes in teachers' perception of their work,and cross-case analyses were conducted to identify emerging common patterns and characteristics.
The main findings that were gained from this study were that:firstly,teachers' thinking patterns such as previous learning experience,self-reflection,teacher control, building rapport,colleagues influence,educational theories,the application of teaching techniques,instructional goals,handling of language items and student effect all embody their pedagogical content knowledge in their reflections of past teaching experience;Secondly,prior knowledge,teacher control,instructional goal and student affective traits are the main identical thinking patterns in these four teachers' reflection.Moreover,the variance of these four core categories embodies the features of teachers' pedagogical content knowledge as that:pedagogical content knowledge is a developmental construct in in-service teaching,And it has the distinct characteristic of being practical,contextual and personal.Finally,the results of this study show that teachers' exploration and experimentation in teaching,teacher versus student conflict, teacher's self-reflection,experienced colleagues'influence and good chances of study further or study abroad are crucial to the.development of teachers' pedagogical content knowledge.In the light of the main findings in this study,the paper ends with the implications for teacher education and professional development in China and some recommendations for future studies.
引文
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Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V.Richardson (Ed.), Handbook of research on teaching (4~(th) ed., pp. 567-592). New York: Macmillan.
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