TPACK视野下的中小学教师平板电脑应用能力研究

发布时间：2018-05-14 10:27

本文选题：信息技术应用能力 + 平板电脑应用能力　；参考：《南京大学》2015年硕士论文

【摘要】：我国教育信息化要求教师不断提高信息技术应用能力,信息技术应用能力已经成为信息化社会教师必备专业能力。中小学教师作为基础教育的重要力量,信息技术能力的提高不仅是教师个人专业发展的关键问题,更是提高中小学教育质量的关键问题,是教育信息化的孵化器。信息技术的快速发展导致平板电脑、手机等移动设备在教学实践已经超前于相应的理论研究。研究如何提高中小学教师平板电脑应用能力符合我国信息技术发展的趋势,符合国家基础教育改革的潮流,符合教师个人发展的需求。TPACK理论是当前教师信息技术应用能力研究的核心理论,本研究在TPACK视野下研究中小教师使用平板电脑进行教学时遇到的技术知识、学科知识和教学方法的问题与挑战,并据此提出帮助教师更好的使用平板电脑进行教学的策略和建议。研究以南京市某区S中J小和Q小的22位语文、数学、英语三个学科的教师为研究对象,通过用问卷调查,从技术知识(TK,Technology Knowledge)、学科知识(CK,Content Knowledge)、教学知识(PK,Pedagogical Knowledge)、学科教学知识(PCK,Pedagogical Content Knowledge)、学科技术知识(TCK,Technological Content Knowledge)、教学技术知识(TPK,Technological Pedagogical Knowledge)整合技术的学科教学知识(TPCK,Technological Pedagogical Content Knowledge)七个维度收集数据,并通过 Excel 和 spssl7.0 对问卷数据进行了描述性分析,总结中小学教师的平板电脑应用现状、经验与困难。研究同时通过案例研究,选取语文、数学、英语各一堂课对教师平板电脑应用实际进行分析,在TPACK理论指导下,研究统计了每一堂课教师应用平板电脑的教学阶段、功能和频次,并从TK、CK、TPK、TCK、TPCK等维度进行了分析。研究者认为目前教师平板电脑应用能力不佳的根源在于我国"应试教育"传统深深扎根于几千年传统教育理念中,因而对平板电脑的应用主要服务于学生的知识积累,使用功能单一,频率较低。因此,提高中小学教师平板电脑应用能力的关键是更新中小学教师的教学理念,包括对信息技术的认识,信息技术是实现教学理念的手段,教师要批判性的看待信息技术。另外中小学在信息技术与课程的整合过程中,中小学教师缺乏理论与资源的支持。因此,在要求教师更新技能学习新技术的同时应该关注教师的困难,以教师为中心,加强教师信息技术应用能力的培训,针对性的学科教学培训,培训应该是长期的、针对教师的教学需求的;在更新技术能力与知识、理念的同时,与信息技术配套的资源建设是教师运用技术的重要保障,应该鼓励不同学科、不同学校间教师的资源分享与共建;再次,增加平板电脑结合的校本课程,促进教师思考教学方式的改变,为教师提供发挥自主权和创造性的空间。
[Abstract]:Education informatization in our country requires teachers to improve the ability of applying information technology, and the ability of application of information technology has become the necessary professional ability of teachers in information society. As an important force in basic education, the improvement of the ability of information technology is not only the key problem of teachers' personal professional development, but also the key problem of improving the quality of primary and secondary education, and is the incubator of education information. With the rapid development of information technology, mobile devices, such as tablets and mobile phones, have been ahead of the corresponding theoretical research in teaching practice. The research on how to improve the application ability of primary and middle school teachers' tablet computer is in line with the development trend of information technology in our country and the trend of national basic education reform. The theory of TPACK is the core theory of the current research on the ability of teachers'IT application. This study studies the technical knowledge that the primary and secondary school teachers encounter when they use the tablet computer in teaching under the vision of TPACK. The problems and challenges of subject knowledge and teaching methods are discussed, and the strategies and suggestions to help teachers better use tablet computer are put forward. A questionnaire survey was conducted on 22 teachers of Chinese, mathematics and English in S Primary School and Q Primary School in a certain district of Nanjing. From technical knowledge to technology knowledge, subject knowledge to content knowledge, teaching knowledge to Pedagogical knowledge, subject teaching knowledge to Pedagogical Content knowledge, subject technical knowledge to technical Content knowledge, TPKK technical knowledge to technical Pedagogical knowledge to collect data from seven dimensions of TPC technological Pedagogical Content Knowledge). The data of the questionnaire are analyzed by Excel and spssl7.0, and the current situation, experience and difficulties of the application of the tablet computer for the primary and middle school teachers are summarized. At the same time, through the case study, selecting a class of Chinese, mathematics and English to analyze the practical application of the teacher's tablet computer, under the guidance of TPACK theory, this paper studies and counts the teaching stages of the teacher's application of the tablet computer in each class. The function and frequency were analyzed from the dimensions of TKK, TPKK and TPCK. The researchers believe that the root cause of the poor application ability of teachers' tablet computers is that the tradition of "examination-oriented education" in China is deeply rooted in the traditional educational concept for thousands of years, so the application of tablet computers mainly serves the students' knowledge accumulation. Single function and low frequency. Therefore, the key to improve the application ability of primary and middle school teachers is to renew the teaching ideas of primary and middle school teachers, including the understanding of information technology, which is the means to realize teaching ideas, and teachers should treat information technology critically. In addition, in the process of integration of information technology and curriculum, primary and secondary school teachers lack the support of theory and resources. Therefore, while requiring teachers to update their skills and learn new technologies, they should pay attention to the difficulties of teachers, take teachers as the center, strengthen the training of teachers' ability to apply information technology, and provide targeted subject teaching training, which should be long-term. According to the teachers' teaching needs, while updating their technical abilities and knowledge and ideas, the construction of resources matching with information technology is an important guarantee for teachers to use technology, and different disciplines should be encouraged. Thirdly, we should increase the combination of tablet computer and school-based curriculum, promote teachers to think about the change of teaching methods, and provide teachers with the space to exert their autonomy and creativity.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434;G635.1

【相似文献】