中国大学英语教师学科教学知识概念发展个案研究

论文摘要

学科教学知识这一概念最早于上世纪八十年代提出,之后一直受到众多学者的普遍关注,其要素构成也成为一个重要的研究领域。然而,之前的研究多从理论视角对学科教学知识加以探讨,基于一线教师的实证研究相对匮乏,与其他学科相比,尤其缺乏涉及外语教师学科教学知识结构的研究。鉴于此,本研究旨在探讨中国大学英语教师的学科教学知识概念构成,通过对五位教学经历不同、工作背景不同的大学英语教师的研究,试图发现中国英语教师在学科教学知识构成方面的初始概念和更新概念、其历时变化特点、学科教学知识构成要素、以及影响学科教学知识概念发展的社会文化因素。本研究的数据来源包括访谈、课堂观察和教师反思。其中访谈为主要数据来源,用于对比和分析教师在任教早期及参与本研究时对学科教学知识构成要素的理解及前后变化,以及影响其概念发展的社会文化因素。课堂观察与教师反思提供辅助性和补充性信息,并为访谈提供更细致的问题来源。研究结果表明,各位教师对于学科教学知识构成要素及其重要性的认识都发生了历时变化,其概念构成要素在初始概念的基础上都有了不同程度的增补,最终发现共由十三种学科教学知识要素组成。老师们在任教早期均认为与学科相关的要素最重要,但后来转而认为与人相关的构成要素最为重要。在诸多影响因素中,活动理论框架下的主体、目标、共同体、工具、规则、分工等对教师的学科教学知识的概念构成均产生了重要影响,其中,最具影响力的因素包括学生、同事、中国传统文化、学校规定、教师的职前学习经历以及网络。此外,导师制和职业自主权对教师学科教学知识的概念构成也产生了影响。多数教师反馈曾经历过痛苦的挣扎阶段,其教学实践和反思教学的机会也受到了限制。本研究还发现,作为一个整体概念,学科教学知识的构成要素之间相互关联,单项知识的发展会影响到其他知识的发展。其中,对学生的了解、对自我的了解、教学目标知识等均可成为触发其他知识要素发展的推动力量。基于对研究结果的讨论,本研究提出了阶梯式学科教学知识概念发展模式,强调了社会文化因素对教师学科教学知识概念发展的重要作用。该模式表明,教师学科教师知识的概念发展大都经历了石化、飞跃等阶段,而每一次的跳跃式发展均由外界因素引发。本研究认为,学科教学知识的概念构成是个动态的概念,它因人而异,与文化及环境等因素密切相关。因此,大学应建立有效的新手教师导师制、为教师发展设立项目、搭建交流平台、给予教师更多的职业自主权。教师则应更加积极的参与各种社会活动、加强与同事及学生之间的交流。论文最后指出了本研究存在的不足并就未来的研究方向提出了尝试性建议。

论文目录

• Abstract
• 摘要
• List of Abbreviations
• Chapter one Introduction
• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Purpose and Method of the Study
• 1.4 Significance of the Study
• 1.5 Organization of the Dissertation
• Chapter Two Theoretical Framework
• 2.1 Introduction
• 2.2 History of Sociocultural Theory
• 2.3 Major Principles of Sociocultural Theory
• 2.3.1 Genetic Method
• 2.3.2 Mediation
• 2.3.3 Internalization
• 2.3.4 The Zone of Proximal Development
• 2.4 Application of Sociocultural Theory
• 2.5 Triangular Prism Model as the Analyzing Framework
• 2.6 Summary
• Chapter Three Literature Review
• 3.1 Introduction
• 3.2 PCK as the Core of Teachers' Professionalism
• 3.2.1 The Inception of PCK Concept
• 3.2.2 The Development of PCK Concept
• 3.2.3 Models of PCK Components
• 3.2.4 The Working Definition of PCK in the Study
• 3.3 Studies on PCK in the Field of Science Education
• 3.3.1 PCK of Pre-service Teachers
• 3.3.2 PCK of In-service Teachers
• 3.3.3 PCK of Teacher Educators
• 3.3.4 PCK of Chinese Science Teachers
• 3.4 Studies on PCK in the field of Language Education
• 3.4.1 PCK of Pre-service Language Teachers
• 3.4.2 PCK of In-service Language Teachers
• 3.4.3 PCK of Chinese EFL Teachers
• 3.5 Research Gaps and Research Questions
• 3.6 Summary
• Chapter Four Methodology
• 4.1 Introduction
• 4.2 Settings of the Study
• 4.3 Participants
• 4.4 Sources of Data
• 4.5 Data Collection
• 4.6 Data Analysis
• 4.6.1 Analysis of In-depth Interviews
• 4.6.2 Analysis of Reflective Journals
• 4.6.3 Analysis of Classroom Observation Notes
• 4.6.4 Synthesis of the Initial Analysis
• 4.6.5 Coding with the Triangular Prism Model
• 4.7 Summary
• Chapter Five The Case of Jack
• 5.1 Introduction
• 5.2 Profile of Jack
• 5.3 Jack's Teaching Context
• 5.3.1 Time Allocation
• 5.3.2 Colleagues
• 5.3.3 Courses and Textbooks
• 5.3.4 Students
• 5.4 Jack's Conceptional Development of PCK Components
• 5.4.1 Jack's Initial Conception of PCK Components
• 5.4.2 Jack's Updated Conception of PCK Components
• 5.4.3 Over-time Changes in Jack's Conceptions of PCK Components
• 5.5 Socioculturalization of Jack's Conception of PCK Components
• 5.5.1 Subject
• 5.5.2 Community
• 5.5.3 Tools
• 5.5.4 Rules
• 5.5.5 Roles
• 5.5.6 Object
• 5.6 Summary
• Chapter Six The Case of Emily
• 6.1 Introduction
• 6.2 Profile of Emily
• 6.3 Emily's Teaching Context
• 6.3.1 Time Allocation
• 6.3.2 Colleagues
• 6.3.3 Courses and Textbooks
• 6.3.4 Students
• 6.4 Emily's Conceptional Development of PCK Components
• 6.4.1 Emily's Initial Conception of PCK Components
• 6.4.2 Emily's Updated Conception of PCK Components
• 6.4.3 Over-time Changes in Emily's Conceptions of PCK Components
• 6.5 Socioculturalizaion of Emily's Conception of PCK Components
• 6.5.1 Subject
• 6.5.2 Community
• 6.5.3 Tools
• 6.5.4 Rules
• 6.5.5 Object
• 6.6 Summary
• Chapter Seven The Case of Kathy
• 7.1 Introduction
• 7.2 Profile of Kathy
• 7.3 Kathy's Teaching Context
• 7.3.1 Time Allocation
• 7.3.2 Colleagues
• 7.3.3 Courses and Textbooks
• 7.3.4 Students
• 7.4 Kathy's Conceptional Development of PCK Components
• 7.4.1 Kathy's Initial Conception of PCK Components
• 7.4.2 Kathy's Updated Conception of PCK Components
• 7.4.3 Over-time Changes in Kathy's Conceptions of PCK Components
• 7.5 Socioculturalizaion of Kathy's Conception of PCK Components
• 7.5.1 Subject
• 7.5.2 Community
• 7.5.3 Tools
• 7.5.4 Rules
• 7.5.5 Roles
• 7.5.6 Object
• 7.6 Summary
• Chapter Eight The Case of Kate
• 8.1 Introduction
• 8.2 Profile of Kate
• 8.3 Kate's Teaching Context
• 8.3.1 Time Allocation
• 8.3.2 Colleagues
• 8.3.3 Courses and Textbooks
• 8.3.4 Students
• 8.4 Kate's Conceptional Development of PCK Components
• 8.4.1 Kate's Initial Conception of PCK Components
• 8.4.2 Kate's Updated Conception of PCK Components
• 8.4.3 Over-time Changes in Kate's Conceptions of PCK Components
• 8.5 Socioculturalization of Kate's Conception of PCK Components
• 8.5.1 Subject
• 8.5.2 Community
• 8.5.3 Tools
• 8.5.4 Rules
• 8.5.5 Roles
• 8.5.6 Object
• 8.6 Summary
• Chapter Nine The Case of Sally
• 9.1 Introduction
• 9.2 Profile of Sally
• 9.3 Sally's Teaching Context
• 9.3.1 Time Allocation
• 9.3.2 Colleagues
• 9.3.3 Courses and Textbooks
• 9.3.4 Students
• 9.4 Sally's Conceptional Development of PCK Components
• 9.4.1 Sally's Initial Conception of PCK Components
• 9.4.2 Sally's Updated Conception of PCK Components
• 9.4.3 Over-time Changes in Sally's Conceptions of PCK Components
• 9.5 Socioculturalizaion of Sally's Conception of PCK Components
• 9.5.1 Subject
• 9.5.2 Community
• 9.5.3 Tools
• 9.5.4 Rules
• 9.5.5 Roles
• 9.5.6 Object
• 9.6 Summary
• Chapter Ten Cross-Case Results and Findings
• 10.1 Introduction
• 10.2 Initial Conception of PCK Components
• 10.2.1 Knowledge of Teaching Content
• 10.2.2 Knowledge of Teaching Strategies
• 10.2.3 Knowledge of Students
• 10.2.4 English Level
• 10.2.5 Knowledge of Resources
• 10.2.6 Knowledge of C1ass Management
• 10.3 Updated Conception of PCK Components
• 10.3.1 Knowledge of Students
• 10.3.2 English Level
• 10.3.3 Knowledge of Self
• 10.3.4 Knowledge of Subject Content
• 10.3.5 Knowledge of Teaching Purposes
• 10.3.6 Knowledge of Class Management
• 10.3.7 Knowledge of Teaching Strategies
• 10.3.8 Knowledge of General Pedagogy
• 10.3.9 Knowledge of Assessment
• 10.3.10 Knowledge of Resources
• 10.3.11 Knowledge of Curriculum
• 10.3.12 Knowledge of Context
• 10.3.13 Language Awareness
• 10.4 Relationship among the PCK Components
• 10.5 Influential Factors on Conceptions of PCK Components
• 10.6 Summary
• Chapter Eleven Discussion
• 11.1 Introduction
• 11.2 The Updated Concept of PCK
• 11.2.1 The Dynamic Nature of PCK
• 11.2.2 PCK as Personal, Contextual, and Cultural Knowledge
• 11.3 PCK Components in New Relations
• 11.3.1 Interrelation of PCK Components
• 11.3.2 KOGPNot as a Core PCK Component for Most Participants
• 11.3.3 KOSF as a Core PCK Component for All Participants
• 11.3.4 Affective Factors Suggested as Interrelated with PCK Components
• 11.3.5 KOS as the Driving Force of PCK
• 11.3.6 EL as a Separate PCK Component from KOSC
• 11.3.7 KOR as a New Strand of PCK
• 11.3.8 Level vs. Conception of PCK Components
• 11.4 Complex Influential Factors on Conceptualization of PCK
• 11.4.1 Human Mediation as the Most Important Factor to conception of PCK
• 11.4.2 Internet as an Influential Mediating Tool
• 11.4.3 Chinese Traditional Culture as an Important Rule
• 11.4.4 Teachers' Lack of Professional Autonomy as a Restricting Rule
• 11.4.5 Teacher Cooperation as a Weak Community Component
• 11.4.6 Tensions and Contradictions as a Driving Force
• 11.4.7 Change of Working Context as a Turning Point
• 11.4.8 Teachers'Financial Situation as a Restricting Social Factor
• 11.4.9 Degree Education as a Restricting Educational Artifact
• 11.5 Activity Theory as an Appropriate Analyzing Framework
• 11.6 A Ladder Model of PCK Conceptional Development
• 11.7 Summary
• Chapter Twelve Conclusion
• 12.1 Summary of the Study
• 12.2 Pedagogical Implications
• 12.2.1 Establishing Effective Mentorship
• 12.2.2 Providing Flexible Teacher Development Programs
• 12.2.3 Giving Apprenticeship Time to Novice Teachers
• 12.2.4 Strengthening EFL Teachers' Professional Autonomy
• 12.2.5 Establishing More Reasonable Teacher Evaluation System
• 12.2.6 Improving EFL Teachers' Learning Community
• 12.2.7 Encouraging More Social Activities for EFL Teachers
• 12.2.8 Providing More Overseas Learning Opportunities
• 12.3 Limitations of the Study
• 12.4 Suggestions for Future Studies
• 12.5 Concluding Remarks
• References
• Appendix Ⅰ Guiding Questions for Interviews
• Appendix Ⅱ Example of the Original and Translated Reflectional Journals
• Appendix Ⅲ Guidelines for Making Classroom Observation Notes
• Acknowledgments
• Publication
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