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.
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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
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