本文選題：融合技術的學科教學知識　切入點：新入職英語教師　出處：《魯東大學》2017年碩士論文

【摘要】：融合技術的學科教學知識是近年由美國學者在學科教學知識的基礎上提出的新概念,主要是指將學科內容知識、教學法知識、技術知識三者進行動態(tài)整合的產物,是關于教師在具體情境中如何利用技術進行有效教學的一種高度綜合的復雜知識。教師不僅應具備單獨的學科內容知識、教學法知識和技術知識,更應具備由這三種基礎知識相互交織而形成的綜合知識。隨著技術在英語教學中的應用越來越普遍,融合教育技術的學科教學知識是現(xiàn)代教師利用技術進行有效教學的知識基礎,對于提升教師運用技術進行有效教學具有重要意義。文獻檢索顯示,我國基礎英語教育領域對融合技術與學科教學知識相關的研究尚嫌不足,希望本研究對增強初中英語教師的融合技術的學科教學知識,從而進一步提升教學質量有所借鑒。本文采用問卷調查的方法,從煙臺市第三中學、牟平實驗初級中學、蓬萊郝斌中學、煙臺實驗外國語學校等初中學校參與調查的新入職與經(jīng)驗型教師中分別選取了32名新入職英語教師(指教齡在兩年以下的英語教師,平均年齡25歲)和32名經(jīng)驗型英語教師(指教齡在5到10年,平均年齡35歲)作為研究對象。本研究的主要研究問題是從技術知識、英語學科教學知識、融合技術的學科教學知識三個維度對比考查初中新入職英語教師與經(jīng)驗型英語教師的異同。通過對數(shù)據(jù)的分析,筆者得出以下主要發(fā)現(xiàn):在學科教學知識方面,初中新入職英語教師和經(jīng)驗型英語教師的平均得分都較高,總平均得分為4.37,表明這兩種類型的教師對于英語學科教學知識的掌握情況整體良好;經(jīng)驗型英語教師的得分為4.45,略高于新入職英語教師,新入職教師的平均得分為4.12,說明新入職英語教師對英語學科教學知識的掌握略顯薄弱。在技術知識方面,新入職英語教師和經(jīng)驗型英語教師的平均得分僅次于在學科教學知識方面的得分,總平均分為4.12,表明他們都有較強的運用技術進行英語教學的意識,但是在具體實施的方法方面還有待提高;新入職英語教師平均得分為4.16,高于經(jīng)驗型英語教師的平均得分3.94,說明新入職英語教師在掌握先進教育技術方面有先天的優(yōu)勢。在整合技術的學科教學知識方面,這兩種類型的教師平均得分相比技術知識和學科教學知識來說都較低,總平均分為3.87,說明他們在這方面的普遍水平較差,對于將技術有效應用于英語教學的各個方面的能力較低;盡管在這方面經(jīng)驗型英語教師的平均得分略高于新入職英語教師,但他們都需要在教學中進一步積累經(jīng)驗增強融合技術的學科教學知識。
[Abstract]:The subject teaching knowledge combining technology is a new concept put forward by American scholars on the basis of subject teaching knowledge in recent years. It mainly refers to the dynamic integration of subject content knowledge, teaching method knowledge and technical knowledge.It is a highly comprehensive and complex knowledge about how teachers use technology to teach effectively in specific situations.Teachers should not only have the knowledge of individual subject content, teaching method and technology, but also have the comprehensive knowledge formed by the interweaving of these three basic knowledge.As the application of technology in English teaching becomes more and more common, the subject teaching knowledge integrated with educational technology is the knowledge foundation for modern teachers to use technology to carry out effective teaching, which is of great significance for improving teachers' effective teaching by using technology.The literature retrieval shows that the research on the integration technology and the subject teaching knowledge in the field of basic English education in China is not enough, and it is hoped that this research can enhance the subject teaching knowledge of the English teachers in junior high school.In order to further improve the quality of teaching reference.In this paper, by means of questionnaire survey, from Yantai No. 3 Middle School, Muping Experimental Junior Middle School, Penglai Hao Bin Middle School,Among the new and experiential teachers in Yantai Experimental Foreign language School and other junior middle schools, 32 new English teachers were selected.The average age was 25 years) and 32 experiential English teachers (5 to 10 years old, with an average age of 35 years).The main problem of this study is to compare the differences and similarities between new English teachers and experiential English teachers in junior high school from the three dimensions of technical knowledge, English teaching knowledge and subject teaching knowledge combined with technology.Through the analysis of the data, the author finds the following main findings: the average scores of new English teachers and empirical English teachers in junior high school are higher.The total average score is 4.37, which indicates that the two types of teachers have a good grasp of English teaching knowledge, and the empirical English teachers have a score of 4.45, which is slightly higher than that of new English teachers.The average score of the new teachers is 4.12, which indicates that the new English teachers have a weak grasp of the teaching knowledge of English subjects.In terms of technical knowledge, the average score of new English teachers and experiential English teachers is second only to that of subject teaching knowledge, and the total average score is 4.12, indicating that they all have a strong sense of using technology in English teaching.The average score of new English teachers is 4.16, which is higher than that of experiential English teachers (3.94), which indicates that new English teachers have inherent advantages in mastering advanced education technology.In terms of integrating technical teaching knowledge, the average score of these two types of teachers is lower than that of technical knowledge and subject teaching knowledge, and the total average score is 3.87, which indicates that their general level in this field is poor.The ability to effectively apply technology to all aspects of English teaching is low, although the average score of empirical English teachers in this area is slightly higher than that of newly recruited English teachers.But they all need to accumulate experience in teaching to enhance the teaching knowledge of fusion technology.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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