新文科建设背景下英语专业教师学习共同体的PCK发展研究

On the PCK Development of the Team Learning Community for English Major Teachers in the Context of New Liberal Arts Construction

对教师学习共同体的实证研究开始于20世纪80年代的北美,2000年前后逐步在全球范围兴起,如今仍是教师发展研究领域的热点问题。学习共同体已成为教师职业发展的重要形式之一,它在提高教师专业认同感获得感和学科教学质量等方面的重要作用,已在国内外专家学者中达成了共识。研究以中国海南省某高校4个英语专业课程组内20名不同年龄、性别、职称的在职教师为研究对象,通过描述分析和方差分析获得基础数据,以实证数据作为依托,对英语专业教师群体的学习共同体的需求和特征进行量化分析,以此来检验其在英语PCK4个维度之间的动态变化,获得差异性分析。研究结果表明,教师学习共同体可以对高校英语教师的专业发展起到积极的促进作用。因此,领导者不仅要对学习共同体项目加强顶层设计、强化理论与实践的贴合度、建立共同遵循的基本原则,还应该立足本国教师学习共同体对学科教学知识需求的发展、变化及影响,学习和吸收国内外学者关于学习共同体方面的研究成果,从而帮助我们反思和改进我国英语专业教师学习共同体的项目研究以及教学实践过程中遇到的问题,以不断提高英语专业教师专业综合能力和专业教学质量。

The empirical study of teachers’professional learning community,which started in North America in the 1880s and gradually spread across the world around 2000,is a hot issue in the field of teacher development research today.Having become one of the important forms of teachers’professional development,the learning community plays an important role in improving teachers’sense of professional identity and improving the quality of subject teaching,which has been agreed upon by experts and scholars at home and abroad.By focusing on the status quo of pedagogical content knowledge(PCK)of 20 in-service teachers of four English major course groups with different ages,genders and professional titles in colleges and universities in Hainan,and obtaining basic data through a descriptive analysis and a variance analysis,and relying on the empirical data,this paper presents a quantitative analysis of the needs and features of English major teachers’learning community to test the dynamic changes between the four dimensions of English subject teaching knowledge and obtain a difference analysis.As shown in the study,in the globalization era,leaders of the learning community project should not only strengthen the top-level design and the fit between theory and practice,as well as establish the basic principles to be followed,but also learn and absorb the research results of domestic and foreign scholars as to the learning community based on the changes and influences of the basic needs of teachers’learning community on the development of subject teaching knowledge,so as to help reflect on and improve the problems encountered in the project research and teaching practice of Chinese teachers’learning community,and to improve teachers’professional comprehensive ability and professional teaching quality.