小学英语教师实践性知识建构研究－以L老师为例

摘要

教师实践性知识是教师教育理论与教学实践沟通和融合的渠道，是教师在教学实践中形成并真正使用的知识，实践性知识主导着教师的教学实践行动和教学策略，教师实践性知识的建构对提升教师的专业化水平有重要意义。立足于英语教学实践，本文选取G区一名优秀的小学英语教师L，研究L老师实践性知识的构成和影响L老师的实践性知识建构的因素，希望为小学英语教师实践性的知识建构提供一个可参照的范例。

全文共有四章组成：

第一章阐述了选题缘由、对相关研究成果进行了综述、界定了研究对象，并对如何开展这项研究做了说明；第二章从认知和实践两个层面，研究了L老师的实践性知识的构成。认知层面为学科教学认知，实践层面为教师在教学实践中所采用的策略。L老师的学科教学认知构成包含学科知识、教学设计知识、关于学生的知识、学科教学方法知识、课堂实践知识。学科知识和关于学生的知识是L老师学科教学认知中两个重要的方面，其中学科知识是L老师自己认为最需要提升和补充的知识。L老师在教学中所采用的策略有学科知识教学策略、教学设计策略、关于学生的策略、学科教学策略和课堂实践策略；第三章阐述了影响L老师实践性知识建构的内隐因素和外显因素，内隐因素包括：L老师个人经历、原有知识、人际互动、个人需要和在实践中的反思修正等，其中，个人需要是影响L老师实践性知识建构的最主要的内隐因素。同时，L老师实践性知识的建构也受到了教学实践、生活情趣等外显因素的影响，其中，教学实践是影响L老师实践性知识建构的最主要的外显因素；第四章为研究结论、建议和反思。本文研究发现：L老师的实践性知识是在个人的认知、环境、个人行为三者相互作用下建构起来的，其中L老师的个人认知在其实践性知识建构过程中起着主导作用。笔者根据研究结论就如何促进教师实践性知识建构提出建议。

THE RESEARCH ON THE CONSTRUCTION OF PRACTICAL

KNOWLEDGE OF PRIMARY SCHOOL ENGLISH TEACHERS

-A CASE STUDY OF TEACHER L

ABSTRACT

The practical knowledge of a teacher is the channel of a teacher's educational theory and the communication and integration of teaching practice. This kind of knowledge is formed and used by a teacher in teaching practice. At the same time, it also dominates a teacher's teaching practice and teaching strategies. The construction of an English teacher's practical knowledge is of great significance to improve his professional level. This paper is based on the practice of English teaching and selects teacher L, an eminent primary school English teacher, in G district. This paper mainly studies the composition of teacher L's practical knowledge and the factors influencing the construction of teacher L's practical knowledge. Hope the conclusions of this paper are helpful to provide reference examples for the construction of practical knowledge to primary school English teachers.

This paper is divided into four chapters:

The first chapter describes the reasons of the topic selection, summarizes the related research results, defines the research object, and explains how to carry out the research. In the second chapter, the author studies the composition of the practical knowledge of teacher L and points out that the cognitive level refers to the subject teaching cognition, and the practical level refers to the strategies adopted by teachers in teaching practice. The subject teaching cognition of teacher L includes knowledge about subject, teaching design, the students, subject teaching method and classroom practice. The knowledge about subject and the students are two important parts of teacher L's subject teaching cognition, among which the knowledge about subject is the one that teacher L thinks needs to be improved and supplemented most. And the strategies used by teacher L in the teaching process include the subject knowledge teaching strategy, teaching design strategy, subject teaching strategy, classroom practice strategy and the strategy about students. The third chapter expounds the implicit and explicit factors that affect the construction of teacher L's practical knowledge. The implicit factors include: teacher L's personal experience, original knowledge, interpersonal interaction, personal needs and reflection and correction in practice. Among them, personal needs are the most important implicit factors affecting teacher L's practical knowledge construction. At the same time, the construction of practical knowledge of teacher L is also affected by the explicit factors such as teaching practice and life interest, among which teaching practice is the most important explicit factor. The fourth chapter is the conclusion of this paper. It found that: the practical knowledge of teacher L is constructed under the interaction of individual cognition factors, environment and personal behavior, in which teacher L's individual cognition factors play a leading role in the process of practical knowledge construction .The author puts forward suggestions on how to promote the construction of teachers' practical knowledge based on the research conclusions.