本文選題：職前教師 + 信息化教學(xué)能力�。� 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：隨著信息化時(shí)代的到來(lái),人類生活、工作、學(xué)習(xí)都開(kāi)始和信息化結(jié)合起來(lái)。教師行業(yè)開(kāi)始將信息化及數(shù)字化作為其必備的專業(yè)知識(shí),它也是教學(xué)過(guò)程中一定會(huì)使用到的教學(xué)工具。在信息化時(shí)代,教師借助信息技術(shù)來(lái)組織教學(xué),能夠更好的讓學(xué)生理解教師傳授的知識(shí);借助各種信息資源和技術(shù),來(lái)讓學(xué)生更好的應(yīng)對(duì)信息社會(huì)的挑戰(zhàn);以信息技術(shù)為基礎(chǔ)來(lái)開(kāi)展專業(yè)實(shí)踐活動(dòng),在信息技術(shù)環(huán)境下加大師生互動(dòng)交流,不斷學(xué)習(xí)提升,實(shí)現(xiàn)終身學(xué)習(xí)。怎樣提升教師信息化教學(xué)能力以更好的開(kāi)展教學(xué),是當(dāng)前學(xué)界研究的重要話題。在教師教育系統(tǒng)中,職前教師教育對(duì)培養(yǎng)高素質(zhì)的教師隊(duì)伍有著重要作用,它是教師發(fā)展與培養(yǎng)的基礎(chǔ),為祖國(guó)教師隊(duì)伍輸送了大批優(yōu)秀的教師人才。職前教師教育的質(zhì)量在很大程度上影響著我國(guó)教師隊(duì)伍的發(fā)展與穩(wěn)定。隨著教育改革的深入推進(jìn),職前教師教育也必須和時(shí)代發(fā)展保持一致,為祖國(guó)培養(yǎng)更多滿足信息化發(fā)展的優(yōu)秀教師。舒爾曼于20世紀(jì)80年代首次提出了學(xué)科教學(xué)法的概念,其簡(jiǎn)稱為PCK,其中P代表英文Pedagogical,指的是教學(xué)法;C代表英文Content,指的是學(xué)科內(nèi)容;K代表英文Knowledge,指的是知識(shí)。以此為基礎(chǔ),美國(guó)學(xué)者M(jìn)ishra與Koehler又把技術(shù)這一內(nèi)涵融入其中,構(gòu)建了新的教師知識(shí)體系,也就是把教學(xué)法、科學(xué)知識(shí)和技術(shù)融為一體形成復(fù)合知識(shí),這一理論被認(rèn)為是整合技術(shù)條件下的學(xué)科教學(xué)知識(shí),其簡(jiǎn)稱為TPACK,其中T代表的是英文Technology,指的是技術(shù);P代指英文Pedagogical,即教學(xué)法;A代指And,也就是表示“和”的意思;C代指英文Content,即學(xué)科內(nèi)容;K代指英文Knowledge,即知識(shí)。本研究是以TPACK框架下來(lái)探討怎樣有效提升職前教師信息化教學(xué)能力這一問(wèn)題。本文的主要內(nèi)容為:第一部分為緒論,該部分主要就職前教師信息化教學(xué)能力的研究現(xiàn)狀、背景、思路和方法等作了介紹。第二部分主要對(duì)于教師信息化教學(xué)能力有關(guān)的概念與理論作了闡述。從理論視角出發(fā),探討了研究職前教師信息化教學(xué)能力培養(yǎng)問(wèn)題的可行性問(wèn)題。第三部分主要就教師必備的能力作了介紹,并將其置于TPACK模型下來(lái)分析教師教學(xué)能力。第四部分是對(duì)職前教師信息化教學(xué)能力現(xiàn)狀進(jìn)行調(diào)查,通過(guò)對(duì)兩所師范院校的本科學(xué)生進(jìn)行調(diào)查并獲得數(shù)據(jù),掌握TPACK框架下職前教師信息化教學(xué)能力的具體情況。第五部分主要就職前教師信息化教學(xué)能力培養(yǎng)中存在的問(wèn)題進(jìn)行了分析,并提出了有效的解決策略。第六部分是對(duì)全文進(jìn)行總結(jié),同時(shí)指出了本研究在職前教師信息化教學(xué)能力研究方面存在的不足。
[Abstract]:With the arrival of the information age, human life, work, learning and information began to be combined. Teachers begin to use information and digitization as their necessary professional knowledge, and it is also a teaching tool that will be used in the teaching process. In the information age, teachers organize teaching with the help of information technology, which can better let students understand the knowledge that teachers impart, with the help of various information resources and technologies, so that students can better cope with the challenges of the information society. On the basis of information technology, we should carry out professional practical activities, increase the interaction between teachers and students in the information technology environment, constantly improve learning and realize lifelong learning. How to improve teachers' informational teaching ability in order to better carry out teaching is an important topic of academic research. In the system of teacher education, pre-service teacher education plays an important role in cultivating high-quality teachers. It is the basis of teacher development and training, and it conveys a large number of excellent teachers for the teaching team of the motherland. The quality of pre-service teacher education greatly affects the development and stability of teachers in our country. With the deepening of educational reform, pre-service teacher education must be consistent with the development of the times, and train more excellent teachers to meet the development of information technology for the motherland. Schulman first put forward the concept of subject teaching method in 1980s, which is referred to as PCK, in which P stands for English Pedagogical al.refers to pedagogy C for English content, for subject content for knowledge, and for knowledge. On this basis, American scholars Mishra and Koehler have incorporated the connotation of technology into it, and constructed a new teacher's knowledge system, which is to combine teaching method, scientific knowledge and technology to form compound knowledge. This theory is considered to be the integration of the technical conditions of the subject teaching knowledge, The abbreviation is TPACKK, in which T stands for English technology and refers to technology P for English Pedagogics, that is, teaching method A for And, meaning C for meaning "harmony" for English content, that is, subject content for K for knowledge, that is knowledge. This study is based on the framework of TPACK to explore how to effectively improve the former teachers' informational teaching ability. The main contents of this paper are as follows: the first part is the introduction, this part mainly introduces the present situation, background, ideas and methods of the research on the teachers' information-based teaching ability before taking office. The second part mainly expounds the concept and theory of teachers 'information-based teaching ability. From the perspective of theory, this paper probes into the feasibility of the research on the cultivation of pre-service teachers' informational teaching ability. The third part mainly introduces the teachers' necessary ability, and puts it under the TPACK model to analyze the teacher's teaching ability. The fourth part is to investigate the current situation of pre-service teachers' information-based teaching ability. Through investigating the undergraduate students in two normal colleges and obtaining the data, we can grasp the specific situation of pre-service teachers' information-based teaching ability under the framework of TPACK. The fifth part analyzes the problems existing in the cultivation of teachers' information-based teaching ability before taking office, and puts forward some effective solutions. The sixth part is a summary of the full text, and points out the deficiencies in the research of the pre-service teachers' information-based teaching ability.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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