初中新入职与经验型英语教师融合教育技术与学科教学知识比较研究

发布时间：2018-04-05 10:29

本文选题：融合技术的学科教学知识　切入点：新入职英语教师　出处：《鲁东大学》2017年硕士论文

【摘要】：融合技术的学科教学知识是近年由美国学者在学科教学知识的基础上提出的新概念,主要是指将学科内容知识、教学法知识、技术知识三者进行动态整合的产物,是关于教师在具体情境中如何利用技术进行有效教学的一种高度综合的复杂知识。教师不仅应具备单独的学科内容知识、教学法知识和技术知识,更应具备由这三种基础知识相互交织而形成的综合知识。随着技术在英语教学中的应用越来越普遍,融合教育技术的学科教学知识是现代教师利用技术进行有效教学的知识基础,对于提升教师运用技术进行有效教学具有重要意义。文献检索显示,我国基础英语教育领域对融合技术与学科教学知识相关的研究尚嫌不足,希望本研究对增强初中英语教师的融合技术的学科教学知识,从而进一步提升教学质量有所借鉴。本文采用问卷调查的方法,从烟台市第三中学、牟平实验初级中学、蓬莱郝斌中学、烟台实验外国语学校等初中学校参与调查的新入职与经验型教师中分别选取了32名新入职英语教师(指教龄在两年以下的英语教师,平均年龄25岁)和32名经验型英语教师(指教龄在5到10年,平均年龄35岁)作为研究对象。本研究的主要研究问题是从技术知识、英语学科教学知识、融合技术的学科教学知识三个维度对比考查初中新入职英语教师与经验型英语教师的异同。通过对数据的分析,笔者得出以下主要发现:在学科教学知识方面,初中新入职英语教师和经验型英语教师的平均得分都较高,总平均得分为4.37,表明这两种类型的教师对于英语学科教学知识的掌握情况整体良好;经验型英语教师的得分为4.45,略高于新入职英语教师,新入职教师的平均得分为4.12,说明新入职英语教师对英语学科教学知识的掌握略显薄弱。在技术知识方面,新入职英语教师和经验型英语教师的平均得分仅次于在学科教学知识方面的得分,总平均分为4.12,表明他们都有较强的运用技术进行英语教学的意识,但是在具体实施的方法方面还有待提高;新入职英语教师平均得分为4.16,高于经验型英语教师的平均得分3.94,说明新入职英语教师在掌握先进教育技术方面有先天的优势。在整合技术的学科教学知识方面,这两种类型的教师平均得分相比技术知识和学科教学知识来说都较低,总平均分为3.87,说明他们在这方面的普遍水平较差,对于将技术有效应用于英语教学的各个方面的能力较低;尽管在这方面经验型英语教师的平均得分略高于新入职英语教师,但他们都需要在教学中进一步积累经验增强融合技术的学科教学知识。
[Abstract]:The subject teaching knowledge combining technology is a new concept put forward by American scholars on the basis of subject teaching knowledge in recent years. It mainly refers to the dynamic integration of subject content knowledge, teaching method knowledge and technical knowledge.It is a highly comprehensive and complex knowledge about how teachers use technology to teach effectively in specific situations.Teachers should not only have the knowledge of individual subject content, teaching method and technology, but also have the comprehensive knowledge formed by the interweaving of these three basic knowledge.As the application of technology in English teaching becomes more and more common, the subject teaching knowledge integrated with educational technology is the knowledge foundation for modern teachers to use technology to carry out effective teaching, which is of great significance for improving teachers' effective teaching by using technology.The literature retrieval shows that the research on the integration technology and the subject teaching knowledge in the field of basic English education in China is not enough, and it is hoped that this research can enhance the subject teaching knowledge of the English teachers in junior high school.In order to further improve the quality of teaching reference.In this paper, by means of questionnaire survey, from Yantai No. 3 Middle School, Muping Experimental Junior Middle School, Penglai Hao Bin Middle School,Among the new and experiential teachers in Yantai Experimental Foreign language School and other junior middle schools, 32 new English teachers were selected.The average age was 25 years) and 32 experiential English teachers (5 to 10 years old, with an average age of 35 years).The main problem of this study is to compare the differences and similarities between new English teachers and experiential English teachers in junior high school from the three dimensions of technical knowledge, English teaching knowledge and subject teaching knowledge combined with technology.Through the analysis of the data, the author finds the following main findings: the average scores of new English teachers and empirical English teachers in junior high school are higher.The total average score is 4.37, which indicates that the two types of teachers have a good grasp of English teaching knowledge, and the empirical English teachers have a score of 4.45, which is slightly higher than that of new English teachers.The average score of the new teachers is 4.12, which indicates that the new English teachers have a weak grasp of the teaching knowledge of English subjects.In terms of technical knowledge, the average score of new English teachers and experiential English teachers is second only to that of subject teaching knowledge, and the total average score is 4.12, indicating that they all have a strong sense of using technology in English teaching.The average score of new English teachers is 4.16, which is higher than that of experiential English teachers (3.94), which indicates that new English teachers have inherent advantages in mastering advanced education technology.In terms of integrating technical teaching knowledge, the average score of these two types of teachers is lower than that of technical knowledge and subject teaching knowledge, and the total average score is 3.87, which indicates that their general level in this field is poor.The ability to effectively apply technology to all aspects of English teaching is low, although the average score of empirical English teachers in this area is slightly higher than that of newly recruited English teachers.But they all need to accumulate experience in teaching to enhance the teaching knowledge of fusion technology.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】