数学专业师范生TPACK现状与来源的调查研究

发布时间：2018-05-12 07:29

本文选题：TPACK + 数学教学　；参考：《华中师范大学》2017年硕士论文

【摘要】：随着信息技术在教育中的普遍应用和发展,技术逐渐成为教师专业知识中的一项重要内容,教师如何利用信息技术创造性地、有效地进行教学成为一个焦点问题。在信息技术深入学科、引领教师教育的背景下,师范生面临把信息技术整合到未来教学中的挑战,TPACK是师范生实现技术与学科教学整合的重要的专业知识。本研究对教育部直属师范院校华东师范大学、华中师范大学、西南大学的数学专业免费师范生的TPACK现状及来源展开研究,通过翻译国外权威的TPACK测量量表并加以修改,形成了一份行之有效的调查问卷。同时为了探究师范生TPACK知识结构中的核心成分——TPACK的现状,对部分师范生进行了深入的访谈,以此希望全面了解数学师范生TPACK现状。最后,以研究结果为依据,提出相应的建议。通过本研究可以看到:1、数学师范生TPACK现状与来源的调查问卷信效度良好,可以很好地反映师范生TPACK水平。2、数学师范生对整合信息技术于数学教学中的信念较强,在教学活动中使用信息技术的频率适中。师范生的整体TPACK处于中等水平,TK最低,七种知识的来源中贡献最多的是大学阶段学校开设的课程、与同学和老师的日常交流、自己阅读专业书刊资料、教学经验和反思、中小学学习经验。3、师范生的TPACK结构中的知识在性别、年级、教育技术类课程、教学实习经历、信念、频率中存在显著差异。4、数学师范生的TPACK结构因子中的TPK、PK、TCK、PCK对TPACK有显著预测作用。5、数学师范生TPACK知识结构框架中的核心成分——TPACK知识现状整体不容乐观。观念有待增强,整合技术于数学教学中的教学策略的运用能力较强,技术丰富内容的能力、基于技术的课堂管理能力有待提升。基于以上研究现状,本研究给出发展数学师范生TPACK现状的建议。
[Abstract]:With the widespread application and development of information technology in education, technology has gradually become an important part of teachers' professional knowledge. How to make use of information technology creatively and effectively in teaching has become a focus problem. Under the background that information technology goes deep into disciplines and leads teachers' education, normal students are faced with the challenge of integrating information technology into future teaching. TPACK is an important professional knowledge for teachers' students to realize the integration of technology and subject teaching. This study studies the current situation and sources of TPACK of free normal students majoring in mathematics in East China normal University, Central China normal University and Southwest University, directly under the Ministry of Education, and modifies it by translating the authoritative TPACK measurement scale from abroad. An effective questionnaire was formed. At the same time, in order to explore the core component of TPACK knowledge structure of normal college students, this paper makes a deep interview with some normal students in order to understand the present situation of TPACK in mathematics normal students in an all-round way. Finally, based on the research results, the corresponding suggestions are put forward. Through this study, we can see that the reliability and validity of the questionnaire on the current situation and sources of TPACK of mathematics normal students is good, and it can well reflect the level of TPACK of normal school students. The students of mathematics teachers have strong faith in integrating information technology in mathematics teaching. The frequency of using information technology in teaching activities is moderate. The overall TPACK of normal school students is the lowest at the middle level. Among the seven sources of knowledge, the most important contributions are the courses offered in the university stage, the daily communication with students and teachers, the reading of professional books and periodicals, teaching experience and reflection. Primary and secondary school learning experience. 3, normal school students in the TPACK structure of knowledge in gender, grade, educational technology courses, teaching practice experience, beliefs, There was significant difference in frequency. 4. The TPACK structure factor of mathematics normal school students had significant predictive effect on TPACK. 5. The core component of TPACK knowledge structure framework of mathematics normal school students was not optimistic about the whole situation of TPACK knowledge. The concept needs to be strengthened, the ability of integrating technology into the teaching strategy in mathematics teaching is strong, the ability of rich content of technology and the ability of classroom management based on technology need to be improved. Based on the above research status, this study gives some suggestions on the development of mathematics normal students' TPACK.
【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】：G652;G633.6

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