基于PCK的中学信息技术教师课堂教学的个案研究
发布时间：2018-08-23 13:30
【摘要】：21世纪渴求的是创新型人才、全面发展人才,教育必须顺应时代发展并且不断深化改革,实行素质教育。教师队伍的建设,毫无疑问,是推动教育改革的重要力量、重要保障。在我国的中学信息技术课堂中,教师的教学能力仍需完善。为了有效提高教学水平,教师在具备学科专业知识的同时,还应该具备优质的教学技能。本文基于国内外PCK研究的基础上,结合对中学信息技术教学现状的调查,立足于两位教师的个案研究,对中学信息技术教师的PCK增长的主要途径进行了分析,提出了如何提升中学信息技术教师教学水平的建议。通过问卷调查法与访谈法了解到,中学信息技术课的教学方式过于老化和单一,学生的学习能力需要进一步提高。因此,提升中学信息技术教师PCK,势在必行。本文主要分为四个部分,第一部分为绪论,主要阐述了PCK研究的教育和教学两个方面的研究背景,并提出问题;对于国内外PCK的研究现状以及PCK的理论与维度进行了综述;并对本文的研究意义和所用的研究方法进行了阐述。第二部分为研究过程与分析,通过调查问卷和学生成绩分析所得出的数据与结果(为确保数据结果的准确性,本次的数据均以SPSS软件所得),以及两位教师的访谈,基于PCK的现状与信息技术教学模式的特点,对他们的课堂进行对比与分析,提出PCK的信息技术教学案例设计的基本原则。第三部分为研究结论与启示,对比两位老师的教学差异,总结出中学信息技术教师PCK增长的主要途径,并对中学信息技术教师提升PCK水平提出建议。第四部分为结语,是笔者总结性的陈述。
[Abstract]:In the 21st century, it is necessary to develop talents in an innovative way. Education must conform to the development of the times, deepen the reform and carry out quality education. There is no doubt that the construction of teachers is an important force and guarantee to promote educational reform. In the middle school information technology classroom of our country, the teacher's teaching ability still needs to be perfected. In order to improve teaching level effectively, teachers should have high-quality teaching skills as well as subject-specific knowledge. Based on the research of PCK at home and abroad, combined with the investigation of the current situation of IT teaching in middle schools, and based on the case study of two teachers, this paper analyzes the main ways to increase the PCK of IT teachers in middle schools. This paper puts forward some suggestions on how to improve the teaching level of IT teachers in middle schools. Through questionnaire survey and interview, we can find out that the teaching method of information technology in middle school is too old and single, and the students' learning ability needs to be further improved. Therefore, it is imperative to upgrade the high school IT teacher PCK. This article is divided into four parts, the first part is the introduction, mainly elaborated the PCK research education and the teaching two aspects research background, and raised the question, has carried on the summary to the domestic and foreign PCK research present situation as well as the PCK theory and the dimension; The significance of the research and the research methods used in this paper are expounded. The second part is the research process and analysis, the data and results obtained by questionnaire and student achievement analysis (in order to ensure the accuracy of the results, the data are obtained by SPSS software), as well as the interview between the two teachers. Based on the current situation of PCK and the characteristics of information technology teaching mode, this paper compares and analyzes their classroom, and puts forward the basic principles of PCK's information technology teaching case design. The third part is the conclusion and inspiration of the research, compares the teaching differences between the two teachers, summarizes the main ways to increase the PCK of middle school information technology teachers, and puts forward some suggestions for the middle school information technology teachers to improve the level of PCK. The fourth part is the conclusion, which is the summary statement of the author.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67
本文编号：2199216
[Abstract]:In the 21st century, it is necessary to develop talents in an innovative way. Education must conform to the development of the times, deepen the reform and carry out quality education. There is no doubt that the construction of teachers is an important force and guarantee to promote educational reform. In the middle school information technology classroom of our country, the teacher's teaching ability still needs to be perfected. In order to improve teaching level effectively, teachers should have high-quality teaching skills as well as subject-specific knowledge. Based on the research of PCK at home and abroad, combined with the investigation of the current situation of IT teaching in middle schools, and based on the case study of two teachers, this paper analyzes the main ways to increase the PCK of IT teachers in middle schools. This paper puts forward some suggestions on how to improve the teaching level of IT teachers in middle schools. Through questionnaire survey and interview, we can find out that the teaching method of information technology in middle school is too old and single, and the students' learning ability needs to be further improved. Therefore, it is imperative to upgrade the high school IT teacher PCK. This article is divided into four parts, the first part is the introduction, mainly elaborated the PCK research education and the teaching two aspects research background, and raised the question, has carried on the summary to the domestic and foreign PCK research present situation as well as the PCK theory and the dimension; The significance of the research and the research methods used in this paper are expounded. The second part is the research process and analysis, the data and results obtained by questionnaire and student achievement analysis (in order to ensure the accuracy of the results, the data are obtained by SPSS software), as well as the interview between the two teachers. Based on the current situation of PCK and the characteristics of information technology teaching mode, this paper compares and analyzes their classroom, and puts forward the basic principles of PCK's information technology teaching case design. The third part is the conclusion and inspiration of the research, compares the teaching differences between the two teachers, summarizes the main ways to increase the PCK of middle school information technology teachers, and puts forward some suggestions for the middle school information technology teachers to improve the level of PCK. The fourth part is the conclusion, which is the summary statement of the author.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67
【参考文献】
相关期刊论文 前10条
1 鞠晓青;马勇军;;基于内容分析法的学科教学知识(PCK)国内研究述评[J];教师教育论坛;2016年09期
2 张笑铭;;信息技术教师课堂教学中的PCK研究[J];信息与电脑(理论版);2016年07期
3 马婧莹;;对信息技术教师专业成长的思考[J];新课程(下);2013年11期
4 邓小华;;信息技术教师成为研究者的若干问题论略[J];楚雄师范学院学报;2013年09期
5 阮士桂;李卢一;郑燕林;;TPACK框架下《现代教育技术》公共课课程改革探究[J];现代教育技术;2012年08期
6 田燕;;PCK促进教师个性化教学[J];教育科学论坛;2012年06期
7 徐章韬;;信息技术支持下的学科教学知识:缘起、演化、结构模型及其教育意蕴[J];教育发展研究;2012年10期
8 冉巧玲;;浅谈中学英语“自主学习”[J];才智;2011年18期
9 徐亚妮;;新课标背景下运用教育技术推进中学体育课堂教学创新研究[J];电化教育研究;2011年04期
10 王红信;;简论地方性高校教师科研方向的理性选择[J];中学政治教学参考;2011年06期
相关博士学位论文 前1条
1 董涛;课堂教学中的PCK研究[D];华东师范大学;2008年
相关硕士学位论文 前1条
1 孙芳明;我国教师专业发展影响因素的分析及其相关对策研究[D];山东师范大学;2004年
，本文编号：2199216
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2199216.html
