外语教师学科教学知识的短期成长分析——教育叙事探究的视角

Narrative Inquiry into the Short-term Development of Pedagogical Content Knowledge of Foreign Language Teachers

教育叙事探究理论因其"瞬时性"、"情景性"和"解释性"可用于诠释复杂的教师学科教学知识(PCK/PCKg)。通过对两位高中英语教师的一年内的教育叙事探究,得出这样的结论:教师短期的知识成长以其元认知为核心要素;各种变革可以成为教师PCK/PCKg成长的引擎力量,但其作用并非总是促其上升,有时可能是螺旋式发展,甚至致其倒退;教师学生知识的准确丰富度则是影响教师教学效度的关键因素。

With its unique quality of ＂temporality＂, ＂situationality＂ and ＂interpretiveness＂, narrative inquiry can be used to analyze teachers＇ pedagogical content knowledge （PCK） which is dynamic and complicated. With inquiries into two teachers＇ narrative in one year, the following conclusions are drawn： in the development of Teachers＇ PCK, teachers＇ meta-cognition is essential in the short-period development of Teachers＇ PCK; reforms and changes may act as an engine of it, with its function not always a forward one, sometimes in a winding direction, or sometimes even backward; the extent and profundity of the teachers＇ knowledge of the students largely decides the efficacy of the teachers＇ classroom performance.