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作 者:徐惠琦[1] 杨鲁新[2] Xu Huiqi;Yang Luxin
机构地区:[1]山西师范大学英语周报社 [2]北京外国语大学中国外语教材研究中心/英语学院
出 处:《基础外语教育》2023年第5期52-62,107,108,共13页Basic Foreign Language Education
基 金:国家社科项目“新时代卓越外语教师培养模式研究”(19BYY220)的阶段性成果;北京外国语大学北京高校高精尖学科“外语教育学”建设项目的支持”(2020SYLZDXM011)。
摘 要:本研究采用质性个案研究法探究了两位高中英语教师的小说教学实践性知识。研究结果表明,小说教学实践性知识中,教师的学科知识包括关于英语小说、小说课程、小说教学设计和小说教学评价等方面的知识;教师自我知识主要指在小说教学过程中教师对自身的身份认同、所秉持的教学信念、对自我能力的认知以及教授小说的经验;学生知识则指教师对学生的个人信息、英语能力、对待小说课程的态度、学习小说时存在的问题以及在小说课堂上表现等方面的认知;情境知识主要包括教师对学校、家长和教育制度等方面的的认知和理解。这四类知识是构成小说教学实践性知识不可或缺的重要部分,也充分体现了英语小说课程的特点。本文是对教师实践性知识在英语小说课程中具体体现的探究,目的在于为高中英语教师理解并实施小说阅读教学提供参考素材,为新手教师的成长提供启示。Taking a qualitative case study approach,this study examined two EFL teachers’practical knowledge(TPK)on teaching English novels.Data analysis shows that teachers’practical knowledge on teaching novels could be classified into four categories.The first category is knowledge of teaching subject,including knowledge of English novels,knowledge of novel teaching curriculum,knowledge of novel-teaching design,and knowledge of assessing teaching novels.The second category is knowledge of teachers,including teacher’s identity,teacher’s belief,teacher’s background and competence,and teacher’s experience of teaching novels.The third category refers to knowledge of students,including knowledge about students’basic information,students’English competence,learning attitude,learning problems,and performance in class.The last category,knowledge of context,could be divided into three sub-categories:knowledge of school;knowledge of parents;and knowledge of educational system.In addition,the four categories of TPK on novel teaching can be regarded as a unified entity that makes the activity of teaching novels move forward smoothly.This study explores the concrete embodiment of teachers’practical knowledge in English novel reading courses,aiming to provide reference materials for senior high school English teachers to understand and implement novel teaching,and provide enlightenment for the growth of novice teachers.
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