英语师范生教育实习期间教师知识发展的个案研究.pdfVIP

摘要 摘要 摘摘要要 我国的外语教师师资规模日益增，与此同时，外语教师质量亟待提高。高等 师范院校的英语专业，在培养英语师范生时，主要依靠校内的学科专业课程、教 育教学课程以及校外的教育实习实现。其中，教育实习是促进教师发展的绝佳机 会。本研究选择师范生教育实习期间的教师知识变化情况进行研究，试图勾勒出 教学实习在促进教师知识发展方面的独特影响。 本研究采取个案研究的策略，秉持叙事的研究取向，对以下两个问题进行探 究： 1. 教育实习期间，实习的教师知识发生了怎样的变化？ 2. 什么因素影响了实习生的教师知识变化？ 研究发现，师范生在教育实习期间，教师知识的变化主要发生在一般教学法 和英语学科教学法上。在进入实习现场前，师范生对于一般教学法的知识没有具 体的认识，对于英语学科教学法则有教多的了解。进入实习现场后，实习学校、 指导教师、学生都对实习生的教师知识变化产生影响。其中，指导教师极大地影 响了师范生的教学行为和他们的教师知识。这种影响或正面或负面，需要实习生 以批判的态度看待，并且积极践行自己的教育教学思想。 关键词：英语师范生 教育实习 教师知识 变化 i Abstract Abstract AAbbssttrraacctt As EFL teachers get more and more in China, there is an urgent need to improve their quality. The English departments in higher normal universities undertake the task of educating EFL student teachers, mainly through the curriculum of English language, pedagogy and practicums. Among them, practicums provide the greatest chances for EFLstudent teachers to develop. This study, with an focus on the change of student teachers personal knowledge during their teaching practice, aims to clarify the importance of the practicum in shaping EFLstudent teachers personal knowledge. With a case-study design, the study adopted narrative approach to answer the following questions: 1. How does student teachers knowledge change during the teaching practice? 2. What contributes to their knowledge change during the teaching practice? The study shows that the the knowledge change mainly takes place at the two aspects, General Pedagogical Knowledge (GPK) and Pedagogical Content Knowledge (PCK). Before student teachers begin their practicums, they do not have any specific ideas