小学语文教师TPACK的个案研究

发布时间：2018-08-18 18:26

【摘要】：20世纪80年代至今,教师专业化发展逐渐变为国际上教师教育研究的热门话题。随着教师专业化发展的深入研究,教师知识对于教师专业化发展的重要性也越来越明显。进入信息化时代,信息技术的冲击已经影响到全世界各个国家。美国学者米什拉和科勒以舒尔曼的PCK(Pedagogical Content Knowledge)概念为基础,进一步提出了TPACK这一理论框架,即“整合技术的学科教学知识(Technological Pedagogical and Content Knowledge)”。我国传统语文教学中,新型数字化技术的利用率并不高,因此,如何提高语文教师将技术和语文学科教学进行有效整合的能力,即语文学科TPACK能力,将成为未来语文学科教育研究中的重点问题。本研究选取两名处于不同专业发展阶段的小学语文教师作为个案研究对象,从TPACK角度出发,深入一线语文教师教学实践,通过课堂观察、深入访谈和实物分析等方法搜集资料,初步分析两位个案教师TPACK的发展特征。结果发现,两位个案教师的TPACK特征有着一定的区别:熟手教师对于语文教学认识比较透彻,对于学生的理解和把握更加深入,教学经验比较丰富;而新手教师对于技术认识更加深刻,对于如何联系技术展示课程的方式更加熟悉,对教学活动设计乐于探究,更具创新精神。最后,针对两位个案教师提出的疑惑和在研究中凸显的各种问题,为促进小学语文教师TPACK的反思和发展,提出了小学语文教师TPACK的相应对策:教师自身应注重其发展内容;教师之间应建立学习共同体;学校社会应全力保障其发展。
[Abstract]:Since 1980's, the development of teacher specialization has gradually become a hot topic in the research of teacher education. With the development of teacher's specialization, the importance of teacher's knowledge to teacher's professional development is becoming more and more obvious. Entering the information age, the impact of information technology has affected all countries around the world. On the basis of Schulman's concept of PCK (Pedagogical Content Knowledge), American scholars Mishra and Kohler put forward the theoretical framework of TPACK, that is, "Integrated Technology Teaching knowledge (Technological Pedagogical and Content Knowledge)". In traditional Chinese teaching, the utilization rate of new digital technology is not high, therefore, how to improve the ability of Chinese teachers to integrate technology with Chinese teaching effectively, that is, the ability of Chinese subject TPACK. It will become the key problem in the future Chinese subject education research. This study selects two primary school Chinese teachers who are in different professional development stages as case study objects, from the perspective of TPACK, goes deep into the teaching practice of first-line Chinese teachers, collects data through classroom observation, in-depth interviews and physical analysis, etc. A preliminary analysis of the development characteristics of the two case teachers TPACK. The results show that the TPACK characteristics of the two case teachers have some differences: the familiar teachers have a thorough understanding of Chinese teaching, a deeper understanding and grasp of students, and rich teaching experience; The novice teachers have a deeper understanding of technology, are more familiar with how to connect with the course of technology display, are willing to explore the design of teaching activities, and have a more innovative spirit. Finally, aiming at the doubts raised by the two case teachers and the various problems highlighted in the research, in order to promote the reflection and development of the primary school Chinese teachers' TPACK, the corresponding countermeasures of the primary school Chinese teachers' TPACK are put forward: the teachers themselves should pay attention to the contents of their development; Learning community should be established among teachers, and school society should ensure its development.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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