高中英语教师TPACK现状调查研究 ——以通辽地区为例
发布时间：2025-07-03 00:15
在大数据时代,现代信息技术越来越在教育教学领域大放光彩。2005年,科勒和米什拉提出了整合技术的学科教学知识(TPACK)的概念。本研究旨在调查通辽地区高中英语教师TPACK水平现状,并分析其影响因素,进而对提高该地区高中英语教师TPACK水平提出可行性建议。笔者改编了施密特等人2009年研制的调查问卷,制成了适用于通辽地区的调查问卷。本研究的研究对象为通辽地区128名高中英语教师,并采用问卷调查、访谈和课堂观察等研究方法进行调查研究。研究问题如下:(1)目前通辽地区高中英语教师TPACK水平的现状如何?(2)影响通辽地区高中英语教师TPACK水平的因素是什么?(3)如何有效地提高通辽地区高中英语教师的TPACK水平?基于数据收集和分析的结果,笔者发现:首先,通辽地区高中英语教师的TPACK水平处于中等偏上的位置。量表结果显示TPACK各个维度的得分情况顺序如下:CK>PCK>TCK>TPK>PK=TPACK>TK。其中CK得分最高,说明该地区的高中英语教师对自己的英语学科内容知识的掌握更有自信;TK得分最低,说明教师对自己的技术知识的掌握程度信心较差。其次...
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Chapter One Literature Review
1.1 The definition of key concepts
1.1.1 The definition of TPACK
1.1.2 The framework of TPACK
1.2 TPACK studies abroad
1.2.1 Theoretical studies of TPACK
1.2.2 Empirical studies of TPACK
1.3 TPACK studies at home
1.3.1 Theoretical studies of TPACK
1.3.2 Empirical studies of TPACK
Chapter Two Theoretical Foundation
2.1 Constructivism Theory
2.2 Effective Teaching Theory
Chapter Three Research Design
3.1 Research questions
3.2 Research method
3.2.1 Questionnaire
3.2.2 Classroom observation
3.2.3 Interview
3.3 Research participants
3.3.1 The participants of questionnaire
3.3.2 The participants of classroom observation and interview
3.4 Research instruments
3.4.1 The design of the questionnaire
3.4.2 The outline of the interviews
3.5 Data collection and analysis
Chapter Four Results and Discussion
4.1 General description of senior high school English teachers’ TPACK
4.1.1 Results and discussion of TK
4.1.2 Results and discussion of CK
4.1.3 Results and discussion of PK
4.1.4 Results and discussion of PCK
4.1.5 Results and discussion of TCK
4.1.6 Results and discussion of TPK
4.1.7 Results and discussion of TPACK
4.2 Analysis and discussion of the influence of different factors on teachers’TPACK
4.2.1 The influence of gender on TPACK level
4.2.2 The influence of age on TPACK level
4.2.3 The influence of teaching experience on TPACK level
4.2.4 The influence of professional titles on TPACK level
4.2.5 The influence of teaching school on TPACK level
4.2.6 The influence of education background on TPACK level
4.2.7 The influence of graduate institutions on TPACK Level
4.2.8 The influence of training situation on TPACK level
4.2.9 The influence of other factors
4.3 Suggestions for improving teachers’ TPACK levels
4.3.1 Suggestions for English teachers
4.3.2 Suggestions for schools
Conclusion
Major findings
Limitations
References
Appendices
本文编号：4055461
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Chapter One Literature Review
1.1 The definition of key concepts
1.1.1 The definition of TPACK
1.1.2 The framework of TPACK
1.2 TPACK studies abroad
1.2.1 Theoretical studies of TPACK
1.2.2 Empirical studies of TPACK
1.3 TPACK studies at home
1.3.1 Theoretical studies of TPACK
1.3.2 Empirical studies of TPACK
Chapter Two Theoretical Foundation
2.1 Constructivism Theory
2.2 Effective Teaching Theory
Chapter Three Research Design
3.1 Research questions
3.2 Research method
3.2.1 Questionnaire
3.2.2 Classroom observation
3.2.3 Interview
3.3 Research participants
3.3.1 The participants of questionnaire
3.3.2 The participants of classroom observation and interview
3.4 Research instruments
3.4.1 The design of the questionnaire
3.4.2 The outline of the interviews
3.5 Data collection and analysis
Chapter Four Results and Discussion
4.1 General description of senior high school English teachers’ TPACK
4.1.1 Results and discussion of TK
4.1.2 Results and discussion of CK
4.1.3 Results and discussion of PK
4.1.4 Results and discussion of PCK
4.1.5 Results and discussion of TCK
4.1.6 Results and discussion of TPK
4.1.7 Results and discussion of TPACK
4.2 Analysis and discussion of the influence of different factors on teachers’TPACK
4.2.1 The influence of gender on TPACK level
4.2.2 The influence of age on TPACK level
4.2.3 The influence of teaching experience on TPACK level
4.2.4 The influence of professional titles on TPACK level
4.2.5 The influence of teaching school on TPACK level
4.2.6 The influence of education background on TPACK level
4.2.7 The influence of graduate institutions on TPACK Level
4.2.8 The influence of training situation on TPACK level
4.2.9 The influence of other factors
4.3 Suggestions for improving teachers’ TPACK levels
4.3.1 Suggestions for English teachers
4.3.2 Suggestions for schools
Conclusion
Major findings
Limitations
References
Appendices
本文编号：4055461
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