师范生与在职教师TPACK比较研究

发布时间：2018-03-19 02:35

本文选题：TPACK　切入点：师范生　出处：《华中师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：随着信息化的发展,我国的教育信息化进程,已经从强调硬件基础设施建设和软件资源建设的初始阶段,逐渐进入到强调应用尤其是教学过程中应用的深入发展阶段。TPACK即技术-教学法-内容知识,又称整合技术的学科教学知识。它是教师使用技术进行有效教学的基础。为了发现师范生整合技术的学科教学知识和在职教师的差异,我们开展了一项研究,以物理学科在职教师和师范生为例。通过调查问卷、访谈等研究方法调查分析师范生和在职教师TPACK现状。并且据此对师范生和在职教师的现状进行对比,希望为师范生教师专业发展提供一些借鉴。本论文内容一共分为五个章节,第一章说明了本研究的背景、研究目的、研究意义、研究内容以及方法。第二章介绍了本研究的相关理论基础,包括教师教育和TPACK两个方面的内容。主要对TPACK进行了详细的综述,包括国内研究和国外研究,发现TPACK研究主要集中在概念及内涵的界定、TPACK量表的开发及测量以及教师专业发展等方面。由于TPACK知识是技术知识、教学法知识、学科内容知识、学科教学法知识等7种知识整合而得到的,并且是不外化的,因此很难进行测量,所以本文采用量表自评和教学文件的比较以及课堂观察相结合来客观的测量TPACK水平。第三章对师范生和在职教师TPACK的现状进行了调查并对结果进行了分析,为后期的比较研究提供研究基础。第四章是教学文件对比和课堂观察相结合,对师范生和在职教师的教学设计和课堂教学的过程进行了对比,从而找出差距。第五章主要论述了研究的结论和展望,并对本研究进行了反思。
[Abstract]:With the development of information technology, the process of education informatization in our country has started from the initial stage of emphasizing the construction of hardware infrastructure and software resources. Step by step into the deep development stage of emphasizing application, especially in teaching process. TPACK is technology-pedagogy and content knowledge. It is the foundation for teachers to use technology in effective teaching. In order to find out the difference between the subject teaching knowledge and in-service teachers, we have carried out a study. Taking physical in-service teachers and teachers' students as an example, this paper analyzes the current situation of teachers' and in-service teachers' TPACK by means of questionnaire, interview and other research methods, and compares the current situation of normal college students and in-service teachers. Hope to provide some reference for teachers' professional development. This thesis is divided into five chapters. The first chapter explains the background, purpose, significance, content and methods of this research. Including two aspects of teacher education and TPACK. It mainly summarizes the TPACK in detail, including domestic research and foreign research. It is found that the study of TPACK mainly focuses on the definition of concept and connotation, the development and measurement of TPACK scale and the professional development of teachers. Because TPACK knowledge is technical knowledge, pedagogical knowledge, subject content knowledge, etc. It is difficult to measure because of the integration of seven kinds of knowledge, such as the knowledge of the subject teaching method, and it is not externalized. Therefore, this paper adopts the comparison of self-rating scale and teaching documents and classroom observation to objectively measure the TPACK level. Chapter three investigates the current situation of TPACK of normal college students and in-service teachers and analyzes the results. Chapter 4th is the combination of teaching document contrast and classroom observation, which compares the teaching design and classroom teaching process between normal school students and in-service teachers. Chapter 5th mainly discusses the conclusions and prospects of the research, and reflects on this study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G655.5

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