TPACK发展背景下的大学英语教师建构性学习的个案研究

发布时间：2018-04-29 03:18

本文选题：TPACK + 教师学习　；参考：《湖北师范大学》2017年硕士论文

【摘要】：在Shulman(1986)提出的教师学科教学知识(PCK)的基础上,Mishra和Koehler(2005)提出了整合技术的学科教学知识(TPACK)。TPACK囊括了不断渗入教学中的技术因素,不仅为教师提供更多的学习资源,也为教师课堂教学提供许多新的技术。教师学习是帮助实现专业化发展的有效途径,也是提升自己教学能力的方法。本研究基于TPACK,结合建构主义理论和成人学习理论,运用课堂观察和访谈来探究大学英语教师学习知识的建构过程,以及英语教师是如何通过自我学习来进行知识建构。研究表明,TPACK背景下的大学英语教师建构性学习模型包括个人新知识的建构,解决方案实施,教学资源共享和教学成果评价。论文一共分为七个章节。第一章:绪论。阐述本论文的研究背景、研究意义和研究问题,探讨本研究是否具有现实意义。第二章:文献综述。通过对教师学习和TPACK进行相关文献阅读,了解教师专业化发展的意义。第三章:理论基础。在本研究中以成人学习理论和建构主义学习理论为理论基础来阐述教师建构性学习模型的理论来源。第四章:研究设计。阐述本论文的研究方法、研究小组成员的选定和研究对象的确立。第五章:基于TPACK的大学英语教师建构性学习和原则分析。在TPACK基础上结合大学英语教师个体专业知识构建了基于TPACK的大学英语教师个体知识协同发展模型,并给予相应的解读。第六章:基于TPACK的大学英语教师个案教学案例实践和分析。本章以大学英语读写课为教学案例,对大学英语教师运用基于TPACK发展背景下的知识建构是如何提升自己的教学能力,对最终结果进行分析。第七章:结语。总结本论文的研究成果,创新之处及不足,以及论文研究的启示与展望。
[Abstract]:On the basis of the teaching knowledge of teachers' subjects proposed by Shulman (1986), Mishra and Koehlerer (2005) put forward that the subject teaching knowledge of integrating technology includes the technical factors which are constantly infiltrating into teaching, and not only provides more learning resources for teachers. It also provides many new techniques for teachers'classroom teaching. Teacher learning is an effective way to help achieve professional development, but also to improve their teaching ability. This study is based on TPACK. combined with constructivism and adult learning theory, classroom observation and interviews are used to explore the construction process of college English teachers' learning knowledge, and how English teachers construct their knowledge through self-learning. The research shows that the constructive learning model of college English teachers under the background of TPACK includes the construction of personal new knowledge, the implementation of solutions, the sharing of teaching resources and the evaluation of teaching results. The thesis is divided into seven chapters. Chapter one: introduction. This paper describes the research background, research significance and research issues, to explore whether this study has practical significance. Chapter two: literature review. To understand the significance of teachers' professional development through reading relevant literature on teacher learning and TPACK. Chapter three: theoretical basis. On the basis of adult learning theory and constructivist learning theory, this paper expounds the theoretical origin of teachers' constructive learning model. Chapter four: research and design. This paper describes the research methods, the selection of research team members and the establishment of research objects. Chapter 5: the constructive learning and principle analysis of college English teachers based on TPACK. The cooperative development model of individual knowledge of college English teachers based on TPACK is constructed on the basis of TPACK and the corresponding interpretation is given. Chapter 6: case study and analysis of college English teachers based on TPACK. This chapter takes the college English reading and writing course as a teaching case to analyze how college English teachers use the knowledge construction under the background of TPACK to improve their teaching ability and analyze the final results. Chapter seven: conclusion. This paper summarizes the research results, innovations and shortcomings, as well as the inspiration and prospects of the paper.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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