初中物理教师TPACK个案研究
发布时间：2018-10-04 21:43
【摘要】：整合技术的学科教学法知识(Technological Pedagogical and Content Knowledge)是教师使用技术进行优质教学的基础,是教师在信息技术环境下教学必须具有的知识。为了了解当前实际教学环境下初中物理教师TPACK特征,得到基于实际教学过程的客观事实,研究者开展了一项个案研究,并探讨了如下两个问题:(1)非专家型教师与专家型教师的TPACK具有什么特征?(2)两位教师的TPACK特征具有哪些差异?本研究确立非专家型教师与专家型教师各一名,以“整合”的观点编制了《初中物理教师TPACK课堂观察记录表》与《初中物理教师TPACK访谈提纲》,使用课堂观察(配合录像)、访谈的方法收集资料,分析两位教师的TPACK特征,得到了以下6方面的结果:整合技术教授物理的整体观念方面,非专家型教师的物理教学观念较专家型教师有一定差距,过分重视学生基础知识、基本能力的培养;专家型教师在课外利用技术的多样性方面不如非专家型教师灵活。整合技术的课程内容知识方面,非专家型教师利用技术呈现的内容主要来源于教材,在创新程度、与生活联系的密切性方面较专家型教师稍微欠缺。整合技术教授学生理解某一物理特定主题的知识方面,与专家型教师相比,非专家型教师缺乏利用技术帮助学生更好地理解重难点的知识,技术融入层次较低,且不能借助技术为学生创造自主学习的环境。整合技术教授某一特定物理主题的教学策略和方法知识方面,非专家型教师较专家型教师在利用技术创造情境时缺乏突破教材内容限制的表现;在处理学生错误时,让学生主动利用技术方面非专家型教师不如专家教师;专家型教师在设置任务时利用技术的有效程度不如非专家型教师。整合技术对某一物理主题评价的知识方面,非专家型教师比专家型教师更擅长让学生利用技术进行展示,从而了解学生情况。TPACK的操作体现方面,非专家型教师在利用“自制”技术类型方面不如专家型教师。在此基础上提出了促进中学物理教学教师TPACK的发展与专业化发展的“非专家型教师应重视利用技术呈现的内容与现实生活的联系性”等8项建议。
[Abstract]:The knowledge of subject teaching method (Technological Pedagogical and Content Knowledge) which integrates technology is the basis for teachers to use technology to carry out high quality teaching and is the knowledge that teachers must possess in the environment of information technology. In order to understand the TPACK characteristics of junior high school physics teachers in the actual teaching environment and obtain the objective facts based on the actual teaching process, the researcher carried out a case study. Two questions are discussed as follows: (1) what are the characteristics of TPACK between non-expert teachers and expert teachers? (2) what are the differences between the TPACK characteristics of the two teachers? This study establishes one non-expert teacher and one expert teacher. From the viewpoint of "integration", the author compiled the TPACK classroom observation record form of junior middle school physics teachers and the outline of TPACK interview of junior middle school physics teachers, and analyzed the TPACK characteristics of the two teachers by means of classroom observation (video recording) and interview method. The results are as follows: integrating the whole concept of technology teaching physics, there is a certain gap between non-expert teachers and expert teachers in physics teaching, so they pay too much attention to the cultivation of students' basic knowledge and basic ability; Expert-type teachers are less flexible than non-expert teachers in the diversity of extracurricular utilization techniques. In the aspect of integrating the knowledge of curriculum content of technology, the content presented by non-expert teachers mainly comes from teaching materials, which is less than that of expert teachers in terms of innovation degree and close relationship with life. Integration techniques teach students to understand the knowledge of a specific subject of physics. Compared with expert teachers, non-expert teachers lack the knowledge to help students understand the difficult and important problems better, and the level of technology integration is lower. And can not use technology for students to create independent learning environment. In the aspect of integrating technology to teach teaching strategies and methods on a specific physics subject, non-expert teachers lack the performance of breaking through the limits of teaching material content when using technology to create situations, and when dealing with students' mistakes, non-expert teachers lack the performance of breaking through the limits of teaching materials when using technology to create situations. The non-expert teachers are not as good as the expert teachers, and the expert teachers are not as effective as the non-expert teachers in setting up their tasks. In the aspect of integrating technology to evaluate the knowledge of a physics subject, non-expert teachers are better than expert teachers in making students use technology to demonstrate, so as to understand the operational aspects of students. TPACK. Non-expert teachers are inferior to expert teachers in using self-made technology. On the basis of this, this paper puts forward eight suggestions to promote the development and specialization of TPACK in physics teaching teachers in middle schools, such as "the non-expert teachers should attach importance to the connection between the content presented by technology and the real life".
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
[Abstract]:The knowledge of subject teaching method (Technological Pedagogical and Content Knowledge) which integrates technology is the basis for teachers to use technology to carry out high quality teaching and is the knowledge that teachers must possess in the environment of information technology. In order to understand the TPACK characteristics of junior high school physics teachers in the actual teaching environment and obtain the objective facts based on the actual teaching process, the researcher carried out a case study. Two questions are discussed as follows: (1) what are the characteristics of TPACK between non-expert teachers and expert teachers? (2) what are the differences between the TPACK characteristics of the two teachers? This study establishes one non-expert teacher and one expert teacher. From the viewpoint of "integration", the author compiled the TPACK classroom observation record form of junior middle school physics teachers and the outline of TPACK interview of junior middle school physics teachers, and analyzed the TPACK characteristics of the two teachers by means of classroom observation (video recording) and interview method. The results are as follows: integrating the whole concept of technology teaching physics, there is a certain gap between non-expert teachers and expert teachers in physics teaching, so they pay too much attention to the cultivation of students' basic knowledge and basic ability; Expert-type teachers are less flexible than non-expert teachers in the diversity of extracurricular utilization techniques. In the aspect of integrating the knowledge of curriculum content of technology, the content presented by non-expert teachers mainly comes from teaching materials, which is less than that of expert teachers in terms of innovation degree and close relationship with life. Integration techniques teach students to understand the knowledge of a specific subject of physics. Compared with expert teachers, non-expert teachers lack the knowledge to help students understand the difficult and important problems better, and the level of technology integration is lower. And can not use technology for students to create independent learning environment. In the aspect of integrating technology to teach teaching strategies and methods on a specific physics subject, non-expert teachers lack the performance of breaking through the limits of teaching material content when using technology to create situations, and when dealing with students' mistakes, non-expert teachers lack the performance of breaking through the limits of teaching materials when using technology to create situations. The non-expert teachers are not as good as the expert teachers, and the expert teachers are not as effective as the non-expert teachers in setting up their tasks. In the aspect of integrating technology to evaluate the knowledge of a physics subject, non-expert teachers are better than expert teachers in making students use technology to demonstrate, so as to understand the operational aspects of students. TPACK. Non-expert teachers are inferior to expert teachers in using self-made technology. On the basis of this, this paper puts forward eight suggestions to promote the development and specialization of TPACK in physics teaching teachers in middle schools, such as "the non-expert teachers should attach importance to the connection between the content presented by technology and the real life".
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
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