成就动机对初中语文教师整合技术的学科教学知识（TPACK）结构的影响研究

发布时间：2018-03-17 10:30

本文选题：整合技术的学科教学知识(TPACK)　切入点：成就动机　出处：《东北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：教师发展整合技术的学科教学知识(TPACK)对有效使用技术进行教学至关重要,动机是影响教师发展TPACK的一个重要因素。为了探析动机对教师TPACK结构的具体影响,本研究以最直接解释教育环境下个体行为并指导教育实践活动的成就目标理论为基础,开展一项调查研究,具体探析如下三个问题：(1)初中语文教师的成就动机情况。(2)初中语文教师的TPACK水平。(3)成就动机对初中语文教师TPACK结构的影响。参加调查研究的初中语文教师共112人。本研究通过量表测量112名初中语文教师的成就动机和TPACK水平,采用SPSS软件检验量表的效度和信度,分别分析初中语文教师成就动机情况和TPACK水平,并通过回归分析,以成就动机的四个目标(掌握趋近目标,成绩趋近目标,掌握回避目标,成绩回避目标)作为预测变量,分别以TPACK结构的七个部分作为效标变量,探析成就动机对初中语文教师TPACK结构的具体影响。研究结果显示：(1)初中语文教师TPACK的各部分均处于良好水平,性别、学历和年龄对于初中语文教师TPACK的各部分均不存在显著差异。(2)初中语文教师掌握趋近目标的均值高于成绩趋近目标、掌握回避目标和成绩回避目标,其中成绩回避目标的均值最低。(3)成就动机对初中语文教师教学法知识、学科教学知识和整合技术的教学知识影响较大,其中掌握趋近目标对初中语文教师TPACK结构的各部分影响最大,成绩回避目标和掌握回避目标对初中语文教师TPACK结构的各部分影响较小。
[Abstract]:The subject teaching knowledge of teachers' development and integration technology (TPACK) is very important for the effective use of technology in teaching. Motivation is an important factor that affects teachers' development of TPACK. In order to explore the specific influence of motivation on the structure of teacher's TPACK, TPACK is very important to the effective use of technology. Based on the achievement goal theory, which can explain individual behavior in educational environment directly and guide educational practice activities, this study carried out an investigation and research. This paper probes into the following three questions: 1) the achievement motivation of junior middle school Chinese teachers. 2) the TPACK level of junior middle school Chinese teachers. 3) the influence of achievement motivation on the TPACK structure of junior middle school Chinese teachers. A total of 112 junior middle school Chinese teachers participated in the investigation and study. In this study, the achievement motivation and TPACK level of 112 junior middle school Chinese teachers were measured by the scale. The validity and reliability of the SPSS software test scale were used to analyze the achievement motivation and TPACK level of junior middle school Chinese teachers, and through regression analysis, the four goals of achievement motivation (mastery approaching goal, achievement approaching goal, mastering avoidance goal) were analyzed. Performance avoidance goal) as predictive variable, and seven parts of TPACK structure as criterion variables, respectively. This paper explores the specific influence of achievement motivation on the TPACK structure of Chinese teachers in junior high school. The results show that all parts of TPACK of junior middle school Chinese teachers are at a good level and gender. There is no significant difference between educational background and age in all parts of TPACK of junior middle school Chinese teachers. (2) the average value of Chinese teachers' approaching goal is higher than that of achievement approach goal, and the mastery of avoidance goal and achievement avoidance goal are higher than that of achievement approach goal. Among them, the average value of Achievement avoidance goal is the lowest. (3) Achievement motivation has a great influence on junior middle school Chinese teachers' teaching knowledge, subject teaching knowledge and integrated technology teaching knowledge. Among them, mastering approaching goal has the greatest influence on each part of TPACK structure of junior middle school Chinese teachers, while achievement avoidance goal and mastering avoidance goal have little influence on each part of junior middle school Chinese teacher's TPACK structure.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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