论文题目：内蒙古巴彦淖尔市示范高中英语教师学科素养的调查研究
摘要：当前,人们非常重视素养的理论与实践研究,大多数研究都还只是围绕着学生英语核心素养的培养,聚焦于高中英语教师学科素养的调查研究极少。本研究认为学科素养是指学习一门学科后养成的、与学科密切相关的学科素质、教养或品质,也指在实际情境中解决实际问题的一种素养（潘洪建,2017）。事实上,学科素养不仅是衡量高中英语教师是否合格的一把标尺,还是高中英语新课程改革的时代要求,更是高中英语教师自身专业发展必不可少的一环。本文立足于新时代教师专业发展背景,以教师认知、语言教师观和整合技术的学科教学知识的理论框架作为理论基础,并结合英语学科特点,拟回答以下三个问题:1.高中英语教师学科素养的现状如何?2.高中英语教师的学科素养与其教龄、职称、学历和专业背景是否具有显著性差异和相关?3.造成高中英语教师学科素养现状的影响因素有哪些?本研究采用问卷调查法和访谈法,以内蒙古巴彦淖尔市4所示范高中共106名高中英语教师作为问卷研究对象,运用SPSS 26.0对收集到的问卷数据进行量化分析,具体包括描述性统计、单因素方差分析以及皮尔逊r相关,并对6位不同职称的高中英语教师进行访谈,之后进行质性分析。研究结果表明:1.高中英语教师整体学科素养水平较高,但高中英语教师个体学科素养水平差异幅度很大,高中英语教师学科素养的发展仍具有较大的提升空间。此外,高中英语教师对学科教学方面的知识掌握得较好,对高中英语教师这个职业的认知较高,有着明确的职业意志和信念。但高中英语教师相对缺乏整合技术方面相关的知识,对于将学科知识、教学法知识以及技术知识进行有效整合的能力还需要进一步强化,且高中英语教师在与教学相关的教学法知识和学科教学知识方面内部差异较大,水平不一。2.除学历方面,高中英语教师学科素养与其教龄、职称和专业背景都具有显著性差异。此外,高中英语教师学科素养与其教龄、职称和学历均有显著相关性,与专业背景无明显相关性。3.影响高中英语教师学科素养的发展有内部和外部因素,内部影响因素包括本科学习经历、从业后的自我提升和从业动机,而外部影响因素包括同事之间的互助和交流以及学校和教育主管部门的重视程度。本研究根据高中英语教师学科素养发展的现状和影响其现状的因素,对高中英语教师学科素养的提升分别从内部和外部提出了一些相应的建议,可以丰富关于高中英语教师学科素养的研究,为未来的进一步研究提供一定的参考和借鉴。
关键词：示范高中;英语教师;学科素养;教师专业发展
学科专业：教育硕士（专业学位）
中文摘要
abstract
List of Abbreviations
Chapter Ⅰ Introduction
1.1 Research Background
1.1.1 The Need for Professional Development of Senior High School English Teachers
1.1.2 The Requirement of the New Senior English Curriculum Reform
1.2 Research Purposes
1.3 Research Significance
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter Ⅱ Literature Review
2.1 Definitions of Key Terms
2.1.1 Model High Schools
2.1.2 Subject Literacy
2.1.3 English Subject Literacy
2.1.4 English Teachers’Subject Literacy
2.2 Previous Researches at Home and Abroad
2.2.1 Researches on Subject Literacy at Home and Abroad
2.2.1.1 Researches on the Elements of Subject Literacy
2.2.1.2 Researches on the Evaluation of Subject Literacy
2.2.2 Researches on English Teachers’Subject Literacy at Home and Abroad
2.2.2.1 Researches on English Teachers’Subject Literacy Abroad
2.2.2.2 Researches on English Teachers’Subject Literacy at Home
2.3 Theoretical Foundations
2.3.1 Teacher Cognition
2.3.2 Perspectives of Teacher Education
2.3.3 TPACK Theoretical Framework
Chapter Ⅲ Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data Collection
3.4.1 Pilot Study Stage
3.4.2 Formal Study Stage
3.5 Data Analysis
Chapter Ⅳ Results and Discussion
4.1 Current Situation of Senior High School English Teachers’Subject Literacy
4.2 Differences and Correlations of Senior High School English Teachers’Subject Literacy with Teaching Ages,Professional Titles,Educational Background and Majors
4.2.1 Differences of Senior High School English Teachers’Subject Literacy with Teaching Ages,Professional Titles,Educational Background and Majors
4.2.1.1 Differences of Senior High School English Teachers’Subject Literacy with Teaching Ages
4.2.1.2 Differences of Senior High School English Teachers’Subject Literacy with Professional Titles
4.2.1.3 Differences of Senior High School English Teachers’Subject Literacy with Educational Background
4.2.1.4 Differences of Senior High School English Teachers’Subject Literacy with Majors
4.2.2 Correlations of Senior High School English Teachers’Subject Literacy with Teaching Ages,Professional Titles,Educational Background and Majors
4.3 Influencing Factors of Senior High School English Teachers’Subject Literacy
4.3.1 Internal Influencing Factors
4.3.1.1 Undergraduate Learning Experience
4.3.1.2 Self-Enhancement after Employment
4.3.1.3 Employment Motivation
4.3.2 External Influencing Factors
4.3.2.1 Mutual Assistance and Communication between Colleagues
4.3.2.2 The Emphasis of Schools and Educational Authorities
Chapter Ⅴ Conclusion
5.1 Major Findings
5.2 Suggestions for Improving Senior High School English Teachers’Subject Literacy
5.2.1 Internal Aspect
5.2.1.1 Understanding Professional Value Correctly and Enhancing Professional Affection Actively
5.2.1.2 Laying A Solid Foundation for Professional Knowledge of English Education
5.2.1.3 Improving English Language Literacy and Cultural Literacy
5.2.1.4 Enhancing English Teaching Information Literacy
5.2.2 External Aspect
5.2.2.1 Fostering Integration Ability of Teaching Resources through Teacher Learning Community
5.2.2.2 Attaching Importance to Senior High School English Teachers’Subject Literacy Training
5.3 Limitations of the Research
5.4 Suggestions for Future Research
References
Appendix1 Questionnaire for Senior High School English Teachers’Subject Literacy
Appendix2 Interview Outline for Senior High School English Teachers’Subject Literacy
Appendix3 Transcriptions of the Interviews
Acknowledgements