基于移动学习技术的化学教学论课程对职前化学教师PCK发展的影响研究

发布时间：2018-05-30 12:59

本文选题：移动学习技术 + 化学教学论课程　；参考：《华中师范大学》2017年硕士论文

【摘要】：生活节奏的加快对人们提出了越来越高的要求,但传统的教育在满足人们学习需求方面越来越吃力,在数字化学习、信息技术等基础上发展起来的移动学习则很好地解决了该问题。此外,科技的快速发展使移动学习比以往任何时候都方便强大。本研究在化学教学论课程中采用移动学习技术,以期探究以下问题:(1)职前化学教师在学习化学教学论课程前,PCK现状如何?(2)职前化学教师在学习过基于移动学习技术的化学教学论课程后,PCK现状又如何?(3)职前化学教师在经过基于移动学习技术的化学教学论课程学习后,PCK变化如何?(4)基于移动学习技术的化学教学论课程对职前化学教师PCK的发展影响是怎样的?本论文由六个部分组成。第一部分为绪论,阐述问题的提出、研究的意义、内容、思路与方法。第二部分为文献综述,解读核心概念“移动学习”和“PCK”,分析国内外有关“移动学习”和“PCK”的研究现状。第三部分主要建构基于移动学习技术的化学教学论课程的教学模式,在该部分阐述“教学模式”的概念、建构适用于本研究的教学模式、展示教学模式应用示例。第四部分是对研究对象PCK水平发展的研究,以化学教学论课堂上48名2014级师范生作为职前化学教师的代表,利用编制的PCK水平评价框架对他们在开课前与结课时的PCK水平进行评价,以期得到研究对象PCK水平的发展情况。第五部分为编制及实施调查问卷,本研究调查问卷的目的是分析基于移动学习技术的化学教学论课程对研究对象PCK发展的影响,并将调查结果与研究对象的PCK水平发展情况进行对比分析。第六部分主要论述本研究的结论、创新点、不足与展望。本论文的研究结论如下:研究对象关于化学教学目标知识的水平得到明显提高,表现为从照搬课程标准、片面追求形式上的“三维目标”发展为能融合三维目标之间的关系,很好地发挥教学目标的导向作用;关于化学课程知识的水平提升明显,表现为从不能完全依据课程标准的要求组织教学内容提升至能依据课程标准的要求组织教学内容、能合理处理重难点;关于学生知识中的已有认知方面,开始时研究对象更多的是基于教材进程来确定,对学生的认知发展关注不够。结课时,研究对象即可做到关注、理解学生的认知发展;关于学生知识中的迷思概念方面,结课时研究对象已能知道学生存在的迷思概念,并可理解学生部分迷思概念产生的原因;关于教学策略知识中的内容组织水平提高明显,结课时研究对象设计的教学内容顺序有逻辑、重难点定位准确,部分还可设计出具有难度梯度的教学活动;关于教学策略知识中的内容呈现方面,研究对象一开始需要借助一定的教学手段对知识进行加工来帮助学生接受新知,结课时研究对象在教学上能由学生进行探究、归纳、总结得出知识点,进步明显;关于评价反思知识中的教师方面,研究对象一开始虽能达到部分目标、能做出教学反思但却意识不到自己的不足或不能针对不足提出改进意见,这些问题在结课时研究对象已能解决的很好;在学生方面的进步也比较巨大,经过一学期的学习后绝大多数研究对象能根据学生的课堂表现情况做出及时的调整,清楚学生是否掌握了所授知识,并可针对学生出现的问题提出解决对策;此外,问卷调查结果显示基于移动学习技术的化学教学论课程对研究对象PCK的发展起到了很大的促进作用,其中对维度“关于教学策略的知识”促进作用最大、对维度“关于评价反思的知识”促进作用次之、对“关于化学课程的知识”促进作用相对最低。本论文证明了在化学教学论课程中使用移动学习技术能促进研究对象PCK的发展,也从侧面反映了移动学习技术有利于职前教师教育课程质量的提高。这为使用移动学习技术提高职前教师教育课程质量进行实证研究提供了新思路与新方法,也为下一步的教育改革提供一些参考。
[Abstract]:The quickening of the pace of life has put forward more and more demands on people, but the traditional education is becoming more and more difficult to meet the needs of people. Mobile learning, which is based on digital learning and information technology, has solved this problem well. In addition, the rapid development of science and technology makes mobile learning more than ever. This study uses mobile learning technology in the course of chemistry teaching theory to explore the following questions: (1) what is the status of PCK before the pre vocational chemistry teacher is learning the course of chemistry teaching theory? (2) what is the status of the pre service chemistry teacher after learning the course of Chemistry Teaching Based on mobile learning technology? (3) the pre service chemistry teacher is in the course After the chemistry teaching theory course based on mobile learning technology, how does PCK change? (4) what is the influence of chemistry teaching theory course based on mobile learning technology on the development of pre service chemistry teacher PCK? The thesis is composed of six parts. The first part is the introduction, which expounds the significance, content, ideas and methods of the research. The two part is the literature review, which interprets the core concept of "mobile learning" and "PCK", and analyzes the research status of "mobile learning" and "PCK" at home and abroad. The third part mainly constructs the teaching model of chemistry teaching theory based on mobile learning technology, and expounds the concept of "teaching mode" in this part. The construction is suitable for this study. The fourth part is the research on the development of the PCK level of the research object, and 48 students of grade 2014 normal school students as the representative of the pre service chemistry teachers in the class of chemistry teaching theory, and use the PCK level evaluation framework to evaluate their PCK level before and at the end of class. Like the development of PCK level. The fifth part is to compile and implement the questionnaire. The purpose of this research questionnaire is to analyze the influence of the course of chemistry teaching theory based on mobile learning technology on the development of the research object PCK, and to compare the survey results with the development of the PCK level of the research objects. The sixth part mainly discusses the research. The conclusions of the study are as follows: the research conclusions of this thesis are as follows: the level of the object of study on the object of chemistry teaching is obviously improved, which shows the development of the "three-dimensional goal" in the form of copying the curriculum standards and the one-sided pursuit of the relationship between the three dimensions and the guidance of the teaching objectives. With the improvement of the level of knowledge in chemistry, it is obvious that the teaching content can be organized from the requirements of the curriculum standards to the requirements of the curriculum standards, which can reasonably handle the heavy and difficult points. In the knowledge of students, the research object is more based on the course of the textbook. There is not enough attention to the students' cognitive development. In the course of the class, the subjects can be paid attention to and understand the cognitive development of the students. As to the concept of misconceptions in the students' knowledge, the research objects in the class have already been able to know the concept of the students' existence, and understand the causes of the students' concept of partial misconceptions; on the knowledge of teaching strategies. The level of content organization is improved obviously. The teaching contents of the research object design are logical, the difficult position is accurate, and the teaching activities with the difficulty gradient can be designed. On the content presentation of the teaching strategy knowledge, the research object should help the knowledge process to help with certain teaching methods at the beginning. Students accept new knowledge, the object of study in the course of teaching can be explored by students, induction, and summary of knowledge points, progress is obvious. On the evaluation of reflective knowledge of teachers, the research object can achieve some goals at the beginning, can make teaching reflection but not aware of their own shortcomings or not to improve the meaning of improvement. See, these problems can be solved well at the end of class, and the progress of students is very great. After a semester of study, most of the subjects can make a timely adjustment according to the students' classroom performance, understand whether the students have grasped the knowledge, and can solve the problems of the students to solve the problems. In addition, the results of the questionnaire survey show that the course of chemistry teaching theory based on mobile learning technology has played a great role in promoting the development of the research object PCK, which has the greatest role in promoting the knowledge of teaching strategies, the second is the promotion of the dimension "about the knowledge of evaluation and reflection", and the knowledge about the chemistry course. This paper proves that the use of mobile learning technology in the course of chemistry teaching can promote the development of the research object PCK, and also reflects the improvement of the quality of the pre service teacher education curriculum from the side of mobile learning technology. This is to improve the quality of the pre service teacher education course by using mobile learning technology. Evidence research provides new ideas and new methods, and provides some references for the next step of educational reform.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.8;G652

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