發(fā)布時間：2018-05-12 07:29

  本文選題：TPACK + 數(shù)學(xué)教學(xué)��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：隨著信息技術(shù)在教育中的普遍應(yīng)用和發(fā)展,技術(shù)逐漸成為教師專業(yè)知識中的一項重要內(nèi)容,教師如何利用信息技術(shù)創(chuàng)造性地、有效地進(jìn)行教學(xué)成為一個焦點問題。在信息技術(shù)深入學(xué)科、引領(lǐng)教師教育的背景下,師范生面臨把信息技術(shù)整合到未來教學(xué)中的挑戰(zhàn),TPACK是師范生實現(xiàn)技術(shù)與學(xué)科教學(xué)整合的重要的專業(yè)知識。本研究對教育部直屬師范院校華東師范大學(xué)、華中師范大學(xué)、西南大學(xué)的數(shù)學(xué)專業(yè)免費師范生的TPACK現(xiàn)狀及來源展開研究,通過翻譯國外權(quán)威的TPACK測量量表并加以修改,形成了一份行之有效的調(diào)查問卷。同時為了探究師范生TPACK知識結(jié)構(gòu)中的核心成分——TPACK的現(xiàn)狀,對部分師范生進(jìn)行了深入的訪談,以此希望全面了解數(shù)學(xué)師范生TPACK現(xiàn)狀。最后,以研究結(jié)果為依據(jù),提出相應(yīng)的建議。通過本研究可以看到:1、數(shù)學(xué)師范生TPACK現(xiàn)狀與來源的調(diào)查問卷信效度良好,可以很好地反映師范生TPACK水平。2、數(shù)學(xué)師范生對整合信息技術(shù)于數(shù)學(xué)教學(xué)中的信念較強(qiáng),在教學(xué)活動中使用信息技術(shù)的頻率適中。師范生的整體TPACK處于中等水平,TK最低,七種知識的來源中貢獻(xiàn)最多的是大學(xué)階段學(xué)校開設(shè)的課程、與同學(xué)和老師的日常交流、自己閱讀專業(yè)書刊資料、教學(xué)經(jīng)驗和反思、中小學(xué)學(xué)習(xí)經(jīng)驗。3、師范生的TPACK結(jié)構(gòu)中的知識在性別、年級、教育技術(shù)類課程、教學(xué)實習(xí)經(jīng)歷、信念、頻率中存在顯著差異。4、數(shù)學(xué)師范生的TPACK結(jié)構(gòu)因子中的TPK、PK、TCK、PCK對TPACK有顯著預(yù)測作用。5、數(shù)學(xué)師范生TPACK知識結(jié)構(gòu)框架中的核心成分——TPACK知識現(xiàn)狀整體不容樂觀。觀念有待增強(qiáng),整合技術(shù)于數(shù)學(xué)教學(xué)中的教學(xué)策略的運用能力較強(qiáng),技術(shù)豐富內(nèi)容的能力、基于技術(shù)的課堂管理能力有待提升�；谝陨涎芯楷F(xiàn)狀,本研究給出發(fā)展數(shù)學(xué)師范生TPACK現(xiàn)狀的建議。
[Abstract]:With the widespread application and development of information technology in education, technology has gradually become an important part of teachers' professional knowledge. How to make use of information technology creatively and effectively in teaching has become a focus problem. Under the background that information technology goes deep into disciplines and leads teachers' education, normal students are faced with the challenge of integrating information technology into future teaching. TPACK is an important professional knowledge for teachers' students to realize the integration of technology and subject teaching. This study studies the current situation and sources of TPACK of free normal students majoring in mathematics in East China normal University, Central China normal University and Southwest University, directly under the Ministry of Education, and modifies it by translating the authoritative TPACK measurement scale from abroad. An effective questionnaire was formed. At the same time, in order to explore the core component of TPACK knowledge structure of normal college students, this paper makes a deep interview with some normal students in order to understand the present situation of TPACK in mathematics normal students in an all-round way. Finally, based on the research results, the corresponding suggestions are put forward. Through this study, we can see that the reliability and validity of the questionnaire on the current situation and sources of TPACK of mathematics normal students is good, and it can well reflect the level of TPACK of normal school students. The students of mathematics teachers have strong faith in integrating information technology in mathematics teaching. The frequency of using information technology in teaching activities is moderate. The overall TPACK of normal school students is the lowest at the middle level. Among the seven sources of knowledge, the most important contributions are the courses offered in the university stage, the daily communication with students and teachers, the reading of professional books and periodicals, teaching experience and reflection. Primary and secondary school learning experience. 3, normal school students in the TPACK structure of knowledge in gender, grade, educational technology courses, teaching practice experience, beliefs, There was significant difference in frequency. 4. The TPACK structure factor of mathematics normal school students had significant predictive effect on TPACK. 5. The core component of TPACK knowledge structure framework of mathematics normal school students was not optimistic about the whole situation of TPACK knowledge. The concept needs to be strengthened, the ability of integrating technology into the teaching strategy in mathematics teaching is strong, the ability of rich content of technology and the ability of classroom management based on technology need to be improved. Based on the above research status, this study gives some suggestions on the development of mathematics normal students' TPACK.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G652;G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 左敬亮;方勤華;程W毸，

本文編號：1877700