本文選題：信息技術(shù)應(yīng)用能力 + 平板電腦應(yīng)用能力　； 參考：《南京大學(xué)》2015年碩士論文

【摘要】：我國教育信息化要求教師不斷提高信息技術(shù)應(yīng)用能力,信息技術(shù)應(yīng)用能力已經(jīng)成為信息化社會(huì)教師必備專業(yè)能力。中小學(xué)教師作為基礎(chǔ)教育的重要力量,信息技術(shù)能力的提高不僅是教師個(gè)人專業(yè)發(fā)展的關(guān)鍵問題,更是提高中小學(xué)教育質(zhì)量的關(guān)鍵問題,是教育信息化的孵化器。信息技術(shù)的快速發(fā)展導(dǎo)致平板電腦、手機(jī)等移動(dòng)設(shè)備在教學(xué)實(shí)踐已經(jīng)超前于相應(yīng)的理論研究。研究如何提高中小學(xué)教師平板電腦應(yīng)用能力符合我國信息技術(shù)發(fā)展的趨勢(shì),符合國家基礎(chǔ)教育改革的潮流,符合教師個(gè)人發(fā)展的需求。TPACK理論是當(dāng)前教師信息技術(shù)應(yīng)用能力研究的核心理論,本研究在TPACK視野下研究中小教師使用平板電腦進(jìn)行教學(xué)時(shí)遇到的技術(shù)知識(shí)、學(xué)科知識(shí)和教學(xué)方法的問題與挑戰(zhàn),并據(jù)此提出幫助教師更好的使用平板電腦進(jìn)行教學(xué)的策略和建議。研究以南京市某區(qū)S中J小和Q小的22位語文、數(shù)學(xué)、英語三個(gè)學(xué)科的教師為研究對(duì)象,通過用問卷調(diào)查,從技術(shù)知識(shí)(TK,Technology Knowledge)、學(xué)科知識(shí)(CK,Content Knowledge)、教學(xué)知識(shí)(PK,Pedagogical Knowledge)、學(xué)科教學(xué)知識(shí)(PCK,Pedagogical Content Knowledge)、學(xué)科技術(shù)知識(shí)(TCK,Technological Content Knowledge)、教學(xué)技術(shù)知識(shí)(TPK,Technological Pedagogical Knowledge)整合技術(shù)的學(xué)科教學(xué)知識(shí)(TPCK,Technological Pedagogical Content Knowledge)七個(gè)維度收集數(shù)據(jù),并通過 Excel 和 spssl7.0 對(duì)問卷數(shù)據(jù)進(jìn)行了描述性分析,總結(jié)中小學(xué)教師的平板電腦應(yīng)用現(xiàn)狀、經(jīng)驗(yàn)與困難。研究同時(shí)通過案例研究,選取語文、數(shù)學(xué)、英語各一堂課對(duì)教師平板電腦應(yīng)用實(shí)際進(jìn)行分析,在TPACK理論指導(dǎo)下,研究統(tǒng)計(jì)了每一堂課教師應(yīng)用平板電腦的教學(xué)階段、功能和頻次,并從TK、CK、TPK、TCK、TPCK等維度進(jìn)行了分析。研究者認(rèn)為目前教師平板電腦應(yīng)用能力不佳的根源在于我國"應(yīng)試教育"傳統(tǒng)深深扎根于幾千年傳統(tǒng)教育理念中,因而對(duì)平板電腦的應(yīng)用主要服務(wù)于學(xué)生的知識(shí)積累,使用功能單一,頻率較低。因此,提高中小學(xué)教師平板電腦應(yīng)用能力的關(guān)鍵是更新中小學(xué)教師的教學(xué)理念,包括對(duì)信息技術(shù)的認(rèn)識(shí),信息技術(shù)是實(shí)現(xiàn)教學(xué)理念的手段,教師要批判性的看待信息技術(shù)。另外中小學(xué)在信息技術(shù)與課程的整合過程中,中小學(xué)教師缺乏理論與資源的支持。因此,在要求教師更新技能學(xué)習(xí)新技術(shù)的同時(shí)應(yīng)該關(guān)注教師的困難,以教師為中心,加強(qiáng)教師信息技術(shù)應(yīng)用能力的培訓(xùn),針對(duì)性的學(xué)科教學(xué)培訓(xùn),培訓(xùn)應(yīng)該是長期的、針對(duì)教師的教學(xué)需求的;在更新技術(shù)能力與知識(shí)、理念的同時(shí),與信息技術(shù)配套的資源建設(shè)是教師運(yùn)用技術(shù)的重要保障,應(yīng)該鼓勵(lì)不同學(xué)科、不同學(xué)校間教師的資源分享與共建;再次,增加平板電腦結(jié)合的校本課程,促進(jìn)教師思考教學(xué)方式的改變,為教師提供發(fā)揮自主權(quán)和創(chuàng)造性的空間。
[Abstract]:Education informatization in our country requires teachers to improve the ability of applying information technology, and the ability of application of information technology has become the necessary professional ability of teachers in information society. As an important force in basic education, the improvement of the ability of information technology is not only the key problem of teachers' personal professional development, but also the key problem of improving the quality of primary and secondary education, and is the incubator of education information. With the rapid development of information technology, mobile devices, such as tablets and mobile phones, have been ahead of the corresponding theoretical research in teaching practice. The research on how to improve the application ability of primary and middle school teachers' tablet computer is in line with the development trend of information technology in our country and the trend of national basic education reform. The theory of TPACK is the core theory of the current research on the ability of teachers'IT application. This study studies the technical knowledge that the primary and secondary school teachers encounter when they use the tablet computer in teaching under the vision of TPACK. The problems and challenges of subject knowledge and teaching methods are discussed, and the strategies and suggestions to help teachers better use tablet computer are put forward. A questionnaire survey was conducted on 22 teachers of Chinese, mathematics and English in S Primary School and Q Primary School in a certain district of Nanjing. From technical knowledge to technology knowledge, subject knowledge to content knowledge, teaching knowledge to Pedagogical knowledge, subject teaching knowledge to Pedagogical Content knowledge, subject technical knowledge to technical Content knowledge, TPKK technical knowledge to technical Pedagogical knowledge to collect data from seven dimensions of TPC technological Pedagogical Content Knowledge). The data of the questionnaire are analyzed by Excel and spssl7.0, and the current situation, experience and difficulties of the application of the tablet computer for the primary and middle school teachers are summarized. At the same time, through the case study, selecting a class of Chinese, mathematics and English to analyze the practical application of the teacher's tablet computer, under the guidance of TPACK theory, this paper studies and counts the teaching stages of the teacher's application of the tablet computer in each class. The function and frequency were analyzed from the dimensions of TKK, TPKK and TPCK. The researchers believe that the root cause of the poor application ability of teachers' tablet computers is that the tradition of "examination-oriented education" in China is deeply rooted in the traditional educational concept for thousands of years, so the application of tablet computers mainly serves the students' knowledge accumulation. Single function and low frequency. Therefore, the key to improve the application ability of primary and middle school teachers is to renew the teaching ideas of primary and middle school teachers, including the understanding of information technology, which is the means to realize teaching ideas, and teachers should treat information technology critically. In addition, in the process of integration of information technology and curriculum, primary and secondary school teachers lack the support of theory and resources. Therefore, while requiring teachers to update their skills and learn new technologies, they should pay attention to the difficulties of teachers, take teachers as the center, strengthen the training of teachers' ability to apply information technology, and provide targeted subject teaching training, which should be long-term. According to the teachers' teaching needs, while updating their technical abilities and knowledge and ideas, the construction of resources matching with information technology is an important guarantee for teachers to use technology, and different disciplines should be encouraged. Thirdly, we should increase the combination of tablet computer and school-based curriculum, promote teachers to think about the change of teaching methods, and provide teachers with the space to exert their autonomy and creativity.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434;G635.1

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