大学英语教师PCK对课堂纠错影响.pdf

Shanghai Normal University Master of Education Abstract Abstract Pedagogical Content Knowledge (PCK) is the core of teachers’ knowledge structure. It is a specific integration of subject matter knowledge, pedagogical knowledge, teaching situation and students’ knowledge in the domain of teachers’ knowledge. Therefore, PCK represents a teacher’s comprehensive quality. Each teacher’s PCK is totally different, especially that of the experienced teacher and the novice teacher. The difference in different individual’s PCK is one of the most important factors that distinguish the experienced teacher from the novice teacher. Actually, the teachers who possess different PCK react differently to students’ errors in class. During the process of English teaching and learning, making errors is inevitable. However, the attitudes towards error correction of the experienced teacher are completely different from the novice teacher’s. Thus this paper combines college English teachers’ PCK with classroom error correction, and tries to study the impact of teachers’ PCK on classroom error correction. By comparing the experienced teacher with the novice teacher fro m the aspects of the timing of error correction, the frequency of error correction, the category of error correction, the strategy of error correction, the performer of error correction, and combining with the research on students’ attitudes towards classroom error correction, the author intends to find out suitable error correction methods, or the best possible ways to gradually cultivate students’ awareness of self-correction and improve teaching effectiveness. This paper adopts both