基于TPACK框架的高中英语教师发展研究

发布时间：2018-03-17 15:38

本文选题：整合技术的学科教学知识水平　切入点：技术整合　出处：《南京师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在信息化教育环境下,传统的PCK框架已经无法充分阐释教师开展有效教学所应具备的专业知识素养。整合技术的学科教学知识(TPACK)理论框架的提出为指导信息化时代的教师发展提供了重要的理论指导和实践依据。TPACK框架指导下的有效教学是在技术、学科内容与教学方法三者之间进行相互协调和高度整合。本研究旨在调查和分析以下研究问题:1)高中英语教师“整合技术的学科教学知识”现有水平如何? 2)境脉(contextual factors)因素如何影响英语教师“整合技术的学科教学知识”的发展?本研究首先综述了有关“整合技术的学科教学知识”的文献,介绍整合技术学科教学知识的起源和发展。然后作者使用基于Schmidt的TPACK量表所创建的问卷对两所学校50名英语教师进行调查。最后对来自上述两所学校的4名优秀英语教师进行深度访谈。综合问卷数据和访谈结果,本研究得出以下发现:1)两校高中英语教师的“整合技术的学科教学知识”内部结构不良,英语教师对自身的教学法知识和学科教学法知识更自信,而对技术知识和学科内容知识更不自信;同时英语教师的“整合技术的学科教学知识”水平存在年龄、性别、学历背景等人口学差异;2)境脉因素在宏观、中观和微观层面上均对英语教师的“整合技术的学科教学知识”发展产生影响。其中国家政策、人际因素、以及教师对“整合技术的学科教学知识”的认识和信念等对其发展产生积极影响;教师培训的细化程度的不够、技术支持的不力、学校相关制度和激励机制的缺失等对教师“整合技术的学科教学知识”的发展产生不利影响。本研究建议:1)英语教师培训应该多样化、菜单式和常态化。2)相关部门应该促利除弊,推广“技术整合”理念、健全相关制度和激励机制、促进英语教师“整合技术的学科教学知识”学习共同体建设并为英语教师发展提供可持续的学习平台和技术支持。论文最后指出了本研究的局限性,并对今后的研究提出了一些建议。
[Abstract]:In the context of information education, The traditional PCK framework has been unable to fully explain the professional knowledge literacy teachers should possess in carrying out effective teaching. The theoretical framework of integrating technical subject teaching knowledge provides important guidance for the development of teachers in the information age. The theoretical guidance and practical basis for effective teaching under the guidance of the TPACK framework is technology, The purpose of this study is to investigate and analyze the following research questions: 1) what is the current level of English teachers'"subject teaching knowledge of integrated technology"? 2) how do contextual factors affect the development of English teachers'"subject teaching knowledge of integrated technology"? This study first summarizes the literature on the subject teaching knowledge of integrated technology. This paper introduces the origin and development of teaching knowledge of integrated technical subjects. Then the author uses the questionnaire created by TPACK based on Schmidt to investigate 50 English teachers in two schools. Finally, 4 excellent English teachers from these two schools are selected. English teachers conducted in-depth interviews. The findings of this study are as follows: (1) the internal structure of "integrated technical subject teaching knowledge" is poor, and English teachers are more confident in their pedagogical knowledge and subject pedagogical knowledge. At the same time, English teachers' level of "integrated technical teaching knowledge" has demographic differences, such as age, gender, educational background, etc. At both the medium and micro levels, it has an impact on the development of English teachers'"integrated technical teaching knowledge", in which national policy, interpersonal factors, As well as teachers' understanding and belief in the subject teaching knowledge of integrated technology have a positive impact on its development, the degree of refinement of teacher training is not enough, the technical support is weak, The absence of school related systems and incentive mechanisms has a negative impact on the development of teachers'"integrated technical subject teaching knowledge". This study suggests that English teacher training should be diversified. The relevant departments should promote the advantages and disadvantages, promote the concept of "technology integration", and improve the relevant system and incentive mechanism. In this paper, the author points out the limitations of this study, which promote the construction of a learning community for English teachers and provide a sustainable learning platform and technical support for the development of English teachers. Some suggestions are put forward for future research.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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