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初中英语语法教学中教师的学科教学知识

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-02-23编辑:lgg点击率:7805

论文字数:37627论文编号:org201702221746529742语种:英语 English地区:中国价格:$ 66

关键词:初中英语教学论文初中英语语法教学学科教学知识

摘要:本文是英语语法论文,本研究采取了质的研究取向,以多案例个案研究为主要研究方法,主要通过课堂观察,辅以正式和非正式访谈、刺激回忆等数据收集方式,探索了两名初中英语实习教师的语法教学 PCK。

Chapter One Introduction

1.1 Research Background  
The  country’s  everlasting  future  lies  in  Education,  while  education  depends  on teachers.  Education  is  the  cornerstone  of  the  nation’s  development,  and  teachers  are founders of education. In 2010, National Medium- and Long-Term Plan for Education Reform  and  Development  was  enacted  and  implemented,  claiming  the  necessity  of constructing  high-quality  teaching  staff.  Qualified  teachers  are  the  prerequisite  of qualified  education.  Therefore,  more  expectations  are  given  to  our  teachers  in  the present background of curriculum reform. Teachers are the vital factors that impact on success  or  failure  of  the  reform.  The  improvement  of  teachers’  professionalism  is becoming  the  focus  in  this  reform,  for  the  components  and  structure  of  teachers’ professionalism directly influences teachers’ understanding towards the reform.  Teacher knowledge, as one of the most important parts of teacher professionalism, has  become  the  focus  of  teacher  research  along  with  the  release  of  Handbook  of Research  on  Teaching  (Wittrock,  1986),  for  teacher  knowledge  and  teacher  belief determine teachers’ decisions on how to behave in real classroom practices. In the past years,  much  attention  has  been  drawn  on  subject  matter  knowledge  and  general pedagogical  knowledge.  However,  teachers  not  only  need  to  possess  the  above  two kinds of  knowledge,  but  more  importantly,  need a good commend of subject-specific pedagogical knowledge which is highly connected to practical experience. This is what the  American  educationalist  L.S.  Shuman  called  “pedagogical  content  knowledge” (hereafter shortened as PCK). Shulman (1986) pointed out that the development of PCK was the key to help novice teachers grow into expert teachers. Novice teachers, through a process of “pedagogical  reasoning”(Shulman, 1987), which  include comprehension, transformation,  instruction,  evaluation,  reflection  and  new  comprehension,  could transform their content knowledge into pedagogical content knowledge. The concept of PCK has made up the phenomenon of “two pieces of skin” between disciplinary content knowledge and general pedagogical knowledge.   
.........

1.2 Research Objectives 
Ever  since  the  implement  of  reform  in  basic  education,  the  development  of elementary and secondary English teachers’ PCK has drawn a large amount of attention in the area of foreign language teaching (Han Gang, 2011). In the past three decades, many research on foreign\ second language teacher’s PCK have been carried o论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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