民族地区英语教师发展论文提纲

论文题目：云南少数民族地区中学英语教师学科教学知识实证研究

摘要：本文通过对云南少数民族地区中学英语教师学科教学知识（PCK）现状的调查,提出了加强中学英语教师专业发展的对策和建议。本文试图回答以下问题:（1）云南少数民族地区中学英语教师学科教学知识概况;（2）受试者学科教学知识与教师的教学能力和英语水平的关系;（3）受试者学科教学知识影响学科英语教学能力和英语水平的重要的预测因素;（4）受试者学科教学知识在人口统计学变量上存在的显著差异。本研究采用方便抽样,问卷调查和访谈相结合的方法,对云南省8个少数民族地区的439名中学英语教师进行调查。资料分析采用社会科学统计软包SPSS22.0,运用频率分析、描述性分析、斯皮尔曼相关系数分析、线性逐步回归、独立样本T检验、单因子变异数分析等方法,访谈资料采用意义单位和内容分析法进行处理。最后,得出了以下结论:1.英语教师的学科教学知识总体情况良好,有扎实的学科教学知识基础。2.英语教师的英语水平、英语教学能力与六个学科教学知识因子之间存在显著正相关,相关程度是中等水平。3.影响教师英语水平的重要的预测因子是教学策略知识和组织内容知识,影响英语教师教学能力的重要的预测因子是关于学生的知识和效果反馈知识。英语教师所处的学校地域和教师的年龄在学科教学知识上存在显著差异。在学校地址方面,教师的效果反馈知识和教学策略知识在县城和乡镇两个地方存在显著差异,即县城教师的效果反馈知识和教学策略知识优于乡镇教师。就年龄而言,年龄越大的英语教师,英语教师的学科教学知识越丰富。研究少数民族地区中学英语教师学科教学知识建设的现状及对策具有重要意义。通过研究可以提高英语教学效率和质量,增加云南少数民族的发展机会。

关键词：学科教学知识;英语教师;对策;云南少数民族地区

学科专业：教育硕士（专业学位）

Acknowledgements

Abstract

摘要

Abbreviation

Chapter One Introduction

1.1 The background of the study

1.2 The need for the study

1.3 Structure of the thesis

Chapter Two Literature Review

2.1 Definition of the key concepts

2.1.1 PCK

2.1.2 English teachers’PCK

2.2 An examination of the topic from the perspective of the theory related

2.3 Empirical studies abroad

2.3.1 Kindergarten

2.3.2 Junior middle school

2.3.3 Senior middle school

2.3.4 University

2.4 Empirical studies at home

2.4.1The empirical studies of English PCK

2.4.2 The empirical studies of technological PCK(TPACK)

2.4.3 The empirical studies of mathematics

2.4.4 The empirical studies of chemistry

2.4.5 A critical review of research designs

2.5 Comments

Chapter Three Methodology

3.1 Research questions

3.2 Research Subjects

3.3 Instruments

3.3.1 Questionnaire

3.3.2 Interview guide

3.4 Data-collection

3.5 Data-analysis

Chapter Four Results and Discussion

4.1 The refined questionnaire by Factor Analysis

4.2 The general situation of PCK of middle school English teachers in ethnic minorityareas of Yunnan Province

4.3 The relationship between PCK and the teachers'teaching ability and Englishproficiency

4.3.1 The relationship between PCK and English proficiency

4.3.2 The relationship between PCK and the teachers'teaching ability

4.4 The important PCK predictors of English proficiency and English teaching ability ofthe subjects

4.4.1 The important predictors of self-assessment of English proficiency

4.4.2 The important predictors of self-assessment of English teaching ability

4.5 The significant differences in PCK with regard to demographic variables

4.5.1 School location

4.5.2 Age

4.6 Analysis of the Interview data

Chapter Five Suggestions for the Improvement of English Teachers’PCK

5.1 Learning from the experts of English teaching

5.2 Upgrading PCK by self-study and participating in teaching activities

5.3 The task of education authorities

Chapter Six Conclusion

6.1 The Main findings

6.2 Implications of this study

6.3 Limitations of this study

6.4 Recommendation for future studies

References

Appendixes