本文選題：職業(yè)院校　切入點：TPACK　出處：《重慶師范大學》2017年碩士論文

【摘要】：隨著技術(shù)與教育的融合,教師的知識結(jié)構(gòu)發(fā)生了變化,在原有的包括了學科內(nèi)容知識、教學法知識的基礎(chǔ)之上增加了技術(shù)知識,教師若不具備一定的技術(shù)知識,則在信息化教學課堂中的教學效果或多或少地受到一定影響,而職業(yè)教育培養(yǎng)的是技術(shù)型與應用型人才,教師信息化教學能力的水平對教學效果的影響比其他普通教師的更大。職業(yè)院校職前教師是未來職業(yè)教育的生力軍,對職業(yè)院校職前教師信息化教學能力的培養(yǎng)間接影響到了未來職業(yè)教育的整體教學質(zhì)量。該研究來源于重慶市人文社科項目“大數(shù)據(jù)環(huán)境下基于TPACK的職業(yè)教師信息素養(yǎng)的培養(yǎng)與評價研究”,在綜合了前人對信息化教學能力定義的基礎(chǔ)上,本研究認為職業(yè)院校教師信息化教學能力包括了:信息倫理與道德、信息化教學設(shè)計能力、信息化教學實施能力、信息化教學意識與態(tài)度、信息化教學評價與反饋這五個部分。本研究首先分別對職業(yè)院校教師和職前教師進行信息化教學能力測量,通過對職業(yè)院校教師和職前教師的信息化教學能力的差距進行分析對比,得出在職教師和職前教師在信息化教學能力各維度上的差異,依據(jù)差異性分析得出職業(yè)院校職前教師信息化教學能力培養(yǎng)的策略和建議。本文首先通過研讀相關(guān)文獻提取出教師信息化教學能力的評價指標,在專家的指導下對評價指標進行一定的調(diào)整修改;接著根據(jù)評價指標分別制定了職前教師與在職教師信息化教學能力的現(xiàn)狀調(diào)查問卷,收集與整理問卷調(diào)查的數(shù)據(jù),利用SPSS軟件分析研究對象的信息化教學能力情況,并對兩者之間的差異進行分析對比;其次根據(jù)現(xiàn)狀構(gòu)建基于TPACK的職前職業(yè)教師信息化教學能力的培養(yǎng)方案;再次在培養(yǎng)方案實施之前依據(jù)職前教師信息化教學能力測試量表對研究對象進行了前測;然后依據(jù)該培養(yǎng)方案對職前教師進行為期兩個月的信息化教學能力培養(yǎng),在培養(yǎng)方案實施結(jié)束后對研究對象進行再一次的信息化教學能力的后測;最后從前后測對比中,對基于TPACK的職前教師信息化教學能力的培養(yǎng)方案進行效果的評價,以期對促進職前職業(yè)教師信息化教學能力的有效開展提供一些有益的參考。
[Abstract]:With the integration of technology and education, the knowledge structure of teachers has changed.The teaching effect in the information-based teaching classroom is more or less affected, but the vocational education trains the technical and applied talents, and the level of the teachers' information-based teaching ability has more influence on the teaching effect than that of the other ordinary teachers.Pre-service teachers in vocational colleges are the main force of vocational education in the future. The cultivation of informational teaching ability of pre-service teachers in vocational colleges and universities indirectly affects the overall teaching quality of vocational education in the future.This research comes from Chongqing Humanities and Social Sciences Project "Research on the training and Evaluation of Vocational Teachers' Information Literacy based on TPACK under the Environment of big data", on the basis of synthesizing the previous definitions of information-based teaching ability.The research thinks that the teachers' information-based teaching ability in vocational colleges includes five parts: information ethics and morality, information-based teaching design ability, information-based teaching implementation ability, information-based teaching consciousness and attitude, information-based teaching evaluation and feedback.This study firstly measures the informational teaching ability of teachers and pre-service teachers in vocational colleges and universities, and analyzes and compares the differences between teachers and pre-service teachers in vocational colleges.The differences between in-service teachers and pre-service teachers in each dimension of information-based teaching ability are obtained. Based on the analysis of differences, the strategies and suggestions for the cultivation of pre-service teachers' information-based teaching ability in vocational colleges and universities are obtained.Firstly, this paper extracts the evaluation index of teachers' information-based teaching ability by reading relevant literature, and adjusts and modifies the evaluation index under the guidance of experts.Then, according to the evaluation index, the paper makes a questionnaire on the current situation of pre-service teachers' and in-service teachers' information-based teaching ability, collects and collates the data of the questionnaire, and analyzes the information-based teaching ability of the research object by using SPSS software.The differences between the two are analyzed and compared. Secondly, according to the present situation, the training scheme of pre-service vocational teachers' information-based teaching ability based on TPACK is constructed.Thirdly, according to the pre-service teachers' information-based teaching ability test scale, the research object was pre-tested before the training program was carried out, and then the pre-service teachers' information-based teaching ability was trained for two months according to the training plan.After the implementation of the training program, the author carries on the post-test of the research object's information-based teaching ability again, and finally evaluates the effect of the pre-service teacher's information-based teaching ability training plan based on TPACK from the comparison of the pre-service teachers' information teaching ability.In order to promote the pre-service vocational teachers effective development of information teaching ability to provide some useful reference.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G712

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