初中英语语法教学中教师的学科教学知识 [3]
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:7852
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。
the other hand, is also experiential. That is to say, teachers, like doctors, lawyers and other professionals, should have a good command of practical knowledge as well as knowledge base. PCK, as the integration of content knowledge and pedagogical knowledge, can only be transformed and constructed in real teaching practice. To some extent, PCK, which is one of the components of teacher knowledge base, can also be regarded as one kind of “specialized teachers’ personal practical knowledge”.
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2.2 Studies on EFL\ ESL Teachers’ PCK in Grammar Instruction at Abroad
S. Borg (1998), from a perspective of personal pedagogical systems, that is a combination of teacher knowledge, beliefs and so on, explored an experienced EFL teacher’s grammar teaching practice. He found that the participant’s pedagogical system exerted a great influence on his teaching decisions in class. For example, the teacher chose students’ grammatical errors or explanation of grammatical rules according to their understanding of the needs of the real teaching context (e.g. the students’ linguistic and emotional needs). Besides, the researcher also found some techniques that the teacher used in the classroom to make his grammatical instruction accessible to his students, such as suggesting them to make comparison with their mother tongue, organizing classroom discussions to help students generalize the grammatical rules by themselves, replacing the complicated grammar rules in the textbooks with his own ones which were simplified and easy to understand, and so on so forth. B. Johnson and K. Goettsch (2000), in a manner of qualitative case study, investigated four experienced ESL teachers’ knowledge base in giving grammatical illustrations. Three kinds of teacher knowledge were analyzed, namely content knowledge, pedagogical content knowledge and learner knowledge. The research showed that the 3 kinds of teacher knowledge are melded together in complex and inextricable ways accounts of, and actions in language teaching. “This echoes Golombeck (1998), discussed earlier, who also commended on the holistic mannaer in which language teachers draw on their knowledge” (Borg, 2003). In their terms, PCK (i.e. knowledge of subject-specific instructional techniques) referred to “the way experienced teachers give explanations of grammar points in class”. The re
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