TPACK框架下职前教师信息化教学能力的合理建构研究

发布时间：2018-05-04 14:31

本文选题：职前教师 + 信息化教学能力　；参考：《西华师范大学》2017年硕士论文

【摘要】：随着信息化时代的到来,人类生活、工作、学习都开始和信息化结合起来。教师行业开始将信息化及数字化作为其必备的专业知识,它也是教学过程中一定会使用到的教学工具。在信息化时代,教师借助信息技术来组织教学,能够更好的让学生理解教师传授的知识;借助各种信息资源和技术,来让学生更好的应对信息社会的挑战;以信息技术为基础来开展专业实践活动,在信息技术环境下加大师生互动交流,不断学习提升,实现终身学习。怎样提升教师信息化教学能力以更好的开展教学,是当前学界研究的重要话题。在教师教育系统中,职前教师教育对培养高素质的教师队伍有着重要作用,它是教师发展与培养的基础,为祖国教师队伍输送了大批优秀的教师人才。职前教师教育的质量在很大程度上影响着我国教师队伍的发展与稳定。随着教育改革的深入推进,职前教师教育也必须和时代发展保持一致,为祖国培养更多满足信息化发展的优秀教师。舒尔曼于20世纪80年代首次提出了学科教学法的概念,其简称为PCK,其中P代表英文Pedagogical,指的是教学法;C代表英文Content,指的是学科内容;K代表英文Knowledge,指的是知识。以此为基础,美国学者Mishra与Koehler又把技术这一内涵融入其中,构建了新的教师知识体系,也就是把教学法、科学知识和技术融为一体形成复合知识,这一理论被认为是整合技术条件下的学科教学知识,其简称为TPACK,其中T代表的是英文Technology,指的是技术;P代指英文Pedagogical,即教学法;A代指And,也就是表示“和”的意思;C代指英文Content,即学科内容;K代指英文Knowledge,即知识。本研究是以TPACK框架下来探讨怎样有效提升职前教师信息化教学能力这一问题。本文的主要内容为:第一部分为绪论,该部分主要就职前教师信息化教学能力的研究现状、背景、思路和方法等作了介绍。第二部分主要对于教师信息化教学能力有关的概念与理论作了阐述。从理论视角出发,探讨了研究职前教师信息化教学能力培养问题的可行性问题。第三部分主要就教师必备的能力作了介绍,并将其置于TPACK模型下来分析教师教学能力。第四部分是对职前教师信息化教学能力现状进行调查,通过对两所师范院校的本科学生进行调查并获得数据,掌握TPACK框架下职前教师信息化教学能力的具体情况。第五部分主要就职前教师信息化教学能力培养中存在的问题进行了分析,并提出了有效的解决策略。第六部分是对全文进行总结,同时指出了本研究在职前教师信息化教学能力研究方面存在的不足。
[Abstract]:With the arrival of the information age, human life, work, learning and information began to be combined. Teachers begin to use information and digitization as their necessary professional knowledge, and it is also a teaching tool that will be used in the teaching process. In the information age, teachers organize teaching with the help of information technology, which can better let students understand the knowledge that teachers impart, with the help of various information resources and technologies, so that students can better cope with the challenges of the information society. On the basis of information technology, we should carry out professional practical activities, increase the interaction between teachers and students in the information technology environment, constantly improve learning and realize lifelong learning. How to improve teachers' informational teaching ability in order to better carry out teaching is an important topic of academic research. In the system of teacher education, pre-service teacher education plays an important role in cultivating high-quality teachers. It is the basis of teacher development and training, and it conveys a large number of excellent teachers for the teaching team of the motherland. The quality of pre-service teacher education greatly affects the development and stability of teachers in our country. With the deepening of educational reform, pre-service teacher education must be consistent with the development of the times, and train more excellent teachers to meet the development of information technology for the motherland. Schulman first put forward the concept of subject teaching method in 1980s, which is referred to as PCK, in which P stands for English Pedagogical al.refers to pedagogy C for English content, for subject content for knowledge, and for knowledge. On this basis, American scholars Mishra and Koehler have incorporated the connotation of technology into it, and constructed a new teacher's knowledge system, which is to combine teaching method, scientific knowledge and technology to form compound knowledge. This theory is considered to be the integration of the technical conditions of the subject teaching knowledge, The abbreviation is TPACKK, in which T stands for English technology and refers to technology P for English Pedagogics, that is, teaching method A for And, meaning C for meaning "harmony" for English content, that is, subject content for K for knowledge, that is knowledge. This study is based on the framework of TPACK to explore how to effectively improve the former teachers' informational teaching ability. The main contents of this paper are as follows: the first part is the introduction, this part mainly introduces the present situation, background, ideas and methods of the research on the teachers' information-based teaching ability before taking office. The second part mainly expounds the concept and theory of teachers 'information-based teaching ability. From the perspective of theory, this paper probes into the feasibility of the research on the cultivation of pre-service teachers' informational teaching ability. The third part mainly introduces the teachers' necessary ability, and puts it under the TPACK model to analyze the teacher's teaching ability. The fourth part is to investigate the current situation of pre-service teachers' information-based teaching ability. Through investigating the undergraduate students in two normal colleges and obtaining the data, we can grasp the specific situation of pre-service teachers' information-based teaching ability under the framework of TPACK. The fifth part analyzes the problems existing in the cultivation of teachers' information-based teaching ability before taking office, and puts forward some effective solutions. The sixth part is a summary of the full text, and points out the deficiencies in the research of the pre-service teachers' information-based teaching ability.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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