發(fā)布時間：2018-01-08 11:35

  本文關鍵詞：廣西高中地理教師TPACK現(xiàn)狀與對策研究　出處：《廣西師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 高中地理教師 整合技術的學科教學知識(TPACK) 現(xiàn)狀 對策

【摘要】：立德樹人根本任務的提出,“互聯(lián)網(wǎng)+教育”模式的推進,使教育信息化成為了中國教育改革的主要方向。同時也對教師的信息技術素養(yǎng)、信息技術整合于學科教學的能力提出了更高的要求。美國學者Matthew J.Koehler與Punya Mishra提出了“整合技術的學科教學知識(Technology Pedagogy and Content Knowledge,簡稱 TPACK)”理論框架,這是教師在創(chuàng)新創(chuàng)造理念的指導下將學科內(nèi)容、教學法和技術三類知識融合的一種新型知識形態(tài),是教育信息化時代下教師專業(yè)知識中的核心部分,因此在教育研究領域中備受關注。高中地理學科的特點和內(nèi)容的特殊性決定了信息技術在地理學科教學中的重要地位,因此對高中地理教師的TPACK水平和特點進行研究具有重要意義。本研究的目的是了解廣西高中地理教師整合技術的學科教學知識(TPACK)的發(fā)展現(xiàn)狀,探究廣西高中地理教師TPACK平均水平,分析其特點及差異,發(fā)現(xiàn)存在問題并分析成因,提出促進廣西高中地理教師TPACK發(fā)展的針對性對策。為達成研究目的,本研究采用“定量+定性”的混合研究方法,從宏觀和微觀雙視角進行分析,在實施的過程中具體用文獻研究法、問卷調(diào)查法、案例分析法、訪談法進行調(diào)查分析。本研究主要有以下幾個部分:第一部分:介紹研究背景,闡明研究意義、研究問題和內(nèi)容,制定研究思路和框架,界定相關概念。第二部分:從國內(nèi)外研究現(xiàn)狀出發(fā),闡述TPACK的概念、框架、測評方法,在此基礎上對文獻進行述評。第三部分:用定量研究法對廣西高中地理教師TPACK現(xiàn)狀及特點進行調(diào)查研究。闡明量表問卷的設計與編制過程、信度與效度檢驗結(jié)果、調(diào)查結(jié)果統(tǒng)計分析。對調(diào)查結(jié)果的統(tǒng)計分析分為兩個方面。一方面是一般描述性統(tǒng)計分析:統(tǒng)計分析樣本基本信息數(shù)據(jù)、自評量表數(shù)據(jù),包括TPACK整體水平、七個維度知識水平得分及得分等級分布情況分析。另一方面是人口學背景因素差異性分析。對調(diào)查樣本的性別、學歷、教齡、職稱、是否參加過“現(xiàn)代教育技術的培訓”等因素進行TPACK整體及各維度上的差異性檢驗并分析不同人口學背景因素下教師TPACK的發(fā)展特點。第四部分:用定性研究法對教師TPACK進行案例研究與分析。對教師的教學設計進行對比分析,探討教師在教學實踐中教學預設階段TPACK的運用情況及清晰度。對專家型教師和新手型教師進行深入訪談并對比分析,探究兩類教師在教學實踐中TPACK的差異及存在問題。第五部分:存在問題與對策研究。結(jié)合前文的分析結(jié)果及結(jié)論,在對廣西高中地理教師TPACK現(xiàn)狀總評的基礎上,發(fā)現(xiàn)廣西高中地理教師TPACK存在以下問題:(1)教師對技術的應用和創(chuàng)新能力較差;(2)教師缺乏TPACK各維度知識的整合意識;(3)教師TPACK整合層次偏低;(4)資源開發(fā)建設及學生主體地位未得到重視;(5)不同職業(yè)發(fā)展階段的教師TPACK水平參差不齊;(6)教師職后培訓項目內(nèi)容不完整。筆者對問題的成因進一步分析,并從不同角度提出發(fā)展教師TPACK的對策。首先,在教師自身管理方面,為了使整合技術的學科教學知識水平得以提高,教師可以將以下幾點作為努力的方向:(1)更新教學理念,加強信息技術學習;(2)加強技術整合意識,制定相關評價標準;(3)將TPACK融入日常教學實踐,提升整合能力。其次,教育部門與學�？梢詮囊韵聨讉�方面加強管理:(1)優(yōu)化教育資源配置,構(gòu)建優(yōu)質(zhì)教學資源平臺;(2)建立激勵機制,促進教師TPACK發(fā)展;(3)鼓勵教師結(jié)對發(fā)展,實現(xiàn)優(yōu)勢互補。最后,在教師培訓上可以從以下幾個方面進行完善:(1)培訓內(nèi)容要突出技術與學科教學的整合;(2)分學科、分層次制定培訓內(nèi)容體系;(3)實施多樣化的培訓形式與方法;(4)建立“三位一體”培訓評估考核制度。由于時間和水平有限,本研究仍存在部分不足之處,但希望相關結(jié)論及對策能夠?qū)V西高中地理教師的TPACK發(fā)展起到促進作用。
[Abstract]:The Rucker Shuren fundamental task, "Internet plus education" mode in advance, the education informationization has become the main direction of Chinese education reform. Also on the teachers' information technology literacy, on the integration of information technology and teaching ability put forward higher requirements. American scholars Matthew J.Koehler and Punya Mishra proposed the "integration Technological Pedagogical content knowledge (Technology Pedagogy and Content Knowledge, referred to as TPACK) theory, this is the teacher's creative ideas in innovation under the guidance of the subject, a new form of knowledge teaching method and technology of three kinds of knowledge integration, is the core part of teachers' professional knowledge education in the information era, so in in the field of educational research has attracted much attention. The special features and contents of high school geography determines the important role of information technology in geography teaching, therefore Study on the level of TPACK and characteristics of high school geography teachers is of great significance. The purpose of this study is to understand the Guangxi high school geography teachers teaching knowledge integration technology (TPACK) development present situation, to explore Guangxi high school geography teacher TPACK average, analyzing their characteristics and differences, to find out the existing problems and cause analysis, put forward to promote Guangxi high school the geography teacher TPACK development countermeasures. In order to achieve this goal, this study uses "mixed research method of quantitative qualitative +", analyzed from the macro and micro dual perspective, in the process of implementation of specific research by using the method of literature, questionnaire survey method, case analysis method, interview investigation and analysis of the study. The following main parts: the first part: introduces the research background, expounds the research significance, research questions and content, making the framework of the research, definition of related concepts. The second part: On the basis of current study situation, elaborated the concept of TPACK framework, evaluation method, on the basis of the literature review. The third part: the investigation and Research on the status quo and characteristics of Guangxi TPACK high school geography teachers with quantitative research. Clarify the design of the questionnaire and the preparation process, the reliability and validity of the test results, investigation and analysis the results of statistics. Statistical analysis of the results of the survey is divided into two aspects. One is the general descriptive statistical analysis: statistical analysis of sample data of basic information, the self rating scale of data, including the overall level of TPACK, analysis of the seven dimensions of knowledge level score and score level distribution. On the other hand is the analysis of demographic factors the survey sample. The gender, education, seniority, job title, whether to participate in the "modern educational technology training" factors such as differences in test TPACK and the overall dimensions and analysis The development characteristics of teachers TPACK different demographic background factors. The fourth part: case study and Analysis on Teachers' TPACK by qualitative research method. The comparative analysis of the teaching design, teaching of the teacher in the teaching practice of the use of TPACK and the preset stage clarity. In-depth interviews and comparative analysis of expert teachers and novice teachers, the difference of TPACK in the teaching practice of two class teachers' inquiry and problems. The fifth part: Problems and countermeasures. Combined with the above analysis results and conclusions, based on the Guangxi high school geography teachers present TPACK grade, Guangxi high school geography teacher TPACK has the following problems: (1) Teachers. The application and innovation of technology; (2) teachers lack the consciousness of integration TPACK dimensions of knowledge; (3) teachers TPACK integration level is low; (4) resource development and construction of primary students Body position was not taken seriously; (5) the different stages of the development of teacher occupation TPACK level uneven; (6) teacher training project content is not complete. The author further analyzes the causes of the problem, and puts forward the Countermeasures for the development of teacher TPACK from different angles. First of all, in the teachers' self management, in order to make the integration of technology the subject teaching can improve the level of knowledge, teachers can be as the following direction: (1) to renew the teaching concept, strengthen the learning of information technology; (2) strengthen technology integration awareness, develop evaluation criteria; (3) TPACK into daily teaching practice, enhance the ability of integration. Secondly, the school and the education department can strengthen the management from the following aspects: (1) optimize the allocation of educational resources, the construction of high-quality teaching resources platform; (2) establish an incentive mechanism to promote teachers' development of TPACK; (3) encourage teachers twinning development, realize the complementary advantages. Finally, in On teacher training can be improved in the following aspects: (1) the training content to highlight the integration of technology and teaching; (2) subjects, hierarchical training content system; (3) the implementation of training forms and methods of diversification; (4) establish "three-in-one" training evaluation system. Because of the time and the level is limited, there are still some shortcomings of this study, but I hope the relevant conclusions and countermeasures can promote the development of Guangxi high school geography teacher TPACK.

【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G633.55

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本文編號：1396953