广西高中地理教师TPACK现状与对策研究

发布时间：2018-01-08 11:35

本文关键词：广西高中地理教师TPACK现状与对策研究　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：立德树人根本任务的提出,“互联网+教育”模式的推进,使教育信息化成为了中国教育改革的主要方向。同时也对教师的信息技术素养、信息技术整合于学科教学的能力提出了更高的要求。美国学者Matthew J.Koehler与Punya Mishra提出了“整合技术的学科教学知识(Technology Pedagogy and Content Knowledge,简称 TPACK)”理论框架,这是教师在创新创造理念的指导下将学科内容、教学法和技术三类知识融合的一种新型知识形态,是教育信息化时代下教师专业知识中的核心部分,因此在教育研究领域中备受关注。高中地理学科的特点和内容的特殊性决定了信息技术在地理学科教学中的重要地位,因此对高中地理教师的TPACK水平和特点进行研究具有重要意义。本研究的目的是了解广西高中地理教师整合技术的学科教学知识(TPACK)的发展现状,探究广西高中地理教师TPACK平均水平,分析其特点及差异,发现存在问题并分析成因,提出促进广西高中地理教师TPACK发展的针对性对策。为达成研究目的,本研究采用“定量+定性”的混合研究方法,从宏观和微观双视角进行分析,在实施的过程中具体用文献研究法、问卷调查法、案例分析法、访谈法进行调查分析。本研究主要有以下几个部分:第一部分:介绍研究背景,阐明研究意义、研究问题和内容,制定研究思路和框架,界定相关概念。第二部分:从国内外研究现状出发,阐述TPACK的概念、框架、测评方法,在此基础上对文献进行述评。第三部分:用定量研究法对广西高中地理教师TPACK现状及特点进行调查研究。阐明量表问卷的设计与编制过程、信度与效度检验结果、调查结果统计分析。对调查结果的统计分析分为两个方面。一方面是一般描述性统计分析:统计分析样本基本信息数据、自评量表数据,包括TPACK整体水平、七个维度知识水平得分及得分等级分布情况分析。另一方面是人口学背景因素差异性分析。对调查样本的性别、学历、教龄、职称、是否参加过“现代教育技术的培训”等因素进行TPACK整体及各维度上的差异性检验并分析不同人口学背景因素下教师TPACK的发展特点。第四部分:用定性研究法对教师TPACK进行案例研究与分析。对教师的教学设计进行对比分析,探讨教师在教学实践中教学预设阶段TPACK的运用情况及清晰度。对专家型教师和新手型教师进行深入访谈并对比分析,探究两类教师在教学实践中TPACK的差异及存在问题。第五部分:存在问题与对策研究。结合前文的分析结果及结论,在对广西高中地理教师TPACK现状总评的基础上,发现广西高中地理教师TPACK存在以下问题:(1)教师对技术的应用和创新能力较差;(2)教师缺乏TPACK各维度知识的整合意识;(3)教师TPACK整合层次偏低;(4)资源开发建设及学生主体地位未得到重视;(5)不同职业发展阶段的教师TPACK水平参差不齐;(6)教师职后培训项目内容不完整。笔者对问题的成因进一步分析,并从不同角度提出发展教师TPACK的对策。首先,在教师自身管理方面,为了使整合技术的学科教学知识水平得以提高,教师可以将以下几点作为努力的方向:(1)更新教学理念,加强信息技术学习;(2)加强技术整合意识,制定相关评价标准;(3)将TPACK融入日常教学实践,提升整合能力。其次,教育部门与学校可以从以下几个方面加强管理:(1)优化教育资源配置,构建优质教学资源平台;(2)建立激励机制,促进教师TPACK发展;(3)鼓励教师结对发展,实现优势互补。最后,在教师培训上可以从以下几个方面进行完善:(1)培训内容要突出技术与学科教学的整合;(2)分学科、分层次制定培训内容体系;(3)实施多样化的培训形式与方法;(4)建立“三位一体”培训评估考核制度。由于时间和水平有限,本研究仍存在部分不足之处,但希望相关结论及对策能够对广西高中地理教师的TPACK发展起到促进作用。
[Abstract]:The Rucker Shuren fundamental task, "Internet plus education" mode in advance, the education informationization has become the main direction of Chinese education reform. Also on the teachers' information technology literacy, on the integration of information technology and teaching ability put forward higher requirements. American scholars Matthew J.Koehler and Punya Mishra proposed the "integration Technological Pedagogical content knowledge (Technology Pedagogy and Content Knowledge, referred to as TPACK) theory, this is the teacher's creative ideas in innovation under the guidance of the subject, a new form of knowledge teaching method and technology of three kinds of knowledge integration, is the core part of teachers' professional knowledge education in the information era, so in in the field of educational research has attracted much attention. The special features and contents of high school geography determines the important role of information technology in geography teaching, therefore Study on the level of TPACK and characteristics of high school geography teachers is of great significance. The purpose of this study is to understand the Guangxi high school geography teachers teaching knowledge integration technology (TPACK) development present situation, to explore Guangxi high school geography teacher TPACK average, analyzing their characteristics and differences, to find out the existing problems and cause analysis, put forward to promote Guangxi high school the geography teacher TPACK development countermeasures. In order to achieve this goal, this study uses "mixed research method of quantitative qualitative +", analyzed from the macro and micro dual perspective, in the process of implementation of specific research by using the method of literature, questionnaire survey method, case analysis method, interview investigation and analysis of the study. The following main parts: the first part: introduces the research background, expounds the research significance, research questions and content, making the framework of the research, definition of related concepts. The second part: On the basis of current study situation, elaborated the concept of TPACK framework, evaluation method, on the basis of the literature review. The third part: the investigation and Research on the status quo and characteristics of Guangxi TPACK high school geography teachers with quantitative research. Clarify the design of the questionnaire and the preparation process, the reliability and validity of the test results, investigation and analysis the results of statistics. Statistical analysis of the results of the survey is divided into two aspects. One is the general descriptive statistical analysis: statistical analysis of sample data of basic information, the self rating scale of data, including the overall level of TPACK, analysis of the seven dimensions of knowledge level score and score level distribution. On the other hand is the analysis of demographic factors the survey sample. The gender, education, seniority, job title, whether to participate in the "modern educational technology training" factors such as differences in test TPACK and the overall dimensions and analysis The development characteristics of teachers TPACK different demographic background factors. The fourth part: case study and Analysis on Teachers' TPACK by qualitative research method. The comparative analysis of the teaching design, teaching of the teacher in the teaching practice of the use of TPACK and the preset stage clarity. In-depth interviews and comparative analysis of expert teachers and novice teachers, the difference of TPACK in the teaching practice of two class teachers' inquiry and problems. The fifth part: Problems and countermeasures. Combined with the above analysis results and conclusions, based on the Guangxi high school geography teachers present TPACK grade, Guangxi high school geography teacher TPACK has the following problems: (1) Teachers. The application and innovation of technology; (2) teachers lack the consciousness of integration TPACK dimensions of knowledge; (3) teachers TPACK integration level is low; (4) resource development and construction of primary students Body position was not taken seriously; (5) the different stages of the development of teacher occupation TPACK level uneven; (6) teacher training project content is not complete. The author further analyzes the causes of the problem, and puts forward the Countermeasures for the development of teacher TPACK from different angles. First of all, in the teachers' self management, in order to make the integration of technology the subject teaching can improve the level of knowledge, teachers can be as the following direction: (1) to renew the teaching concept, strengthen the learning of information technology; (2) strengthen technology integration awareness, develop evaluation criteria; (3) TPACK into daily teaching practice, enhance the ability of integration. Secondly, the school and the education department can strengthen the management from the following aspects: (1) optimize the allocation of educational resources, the construction of high-quality teaching resources platform; (2) establish an incentive mechanism to promote teachers' development of TPACK; (3) encourage teachers twinning development, realize the complementary advantages. Finally, in On teacher training can be improved in the following aspects: (1) the training content to highlight the integration of technology and teaching; (2) subjects, hierarchical training content system; (3) the implementation of training forms and methods of diversification; (4) establish "three-in-one" training evaluation system. Because of the time and the level is limited, there are still some shortcomings of this study, but I hope the relevant conclusions and countermeasures can promote the development of Guangxi high school geography teacher TPACK.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G633.55

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