初中物理教師TPACK個案研究
發(fā)布時間：2018-10-04 21:43
【摘要】：整合技術(shù)的學科教學法知識(Technological Pedagogical and Content Knowledge)是教師使用技術(shù)進行優(yōu)質(zhì)教學的基礎(chǔ),是教師在信息技術(shù)環(huán)境下教學必須具有的知識。為了了解當前實際教學環(huán)境下初中物理教師TPACK特征,得到基于實際教學過程的客觀事實,研究者開展了一項個案研究,并探討了如下兩個問題:(1)非專家型教師與專家型教師的TPACK具有什么特征?(2)兩位教師的TPACK特征具有哪些差異?本研究確立非專家型教師與專家型教師各一名,以“整合”的觀點編制了《初中物理教師TPACK課堂觀察記錄表》與《初中物理教師TPACK訪談提綱》,使用課堂觀察(配合錄像)、訪談的方法收集資料,分析兩位教師的TPACK特征,得到了以下6方面的結(jié)果:整合技術(shù)教授物理的整體觀念方面,非專家型教師的物理教學觀念較專家型教師有一定差距,過分重視學生基礎(chǔ)知識、基本能力的培養(yǎng);專家型教師在課外利用技術(shù)的多樣性方面不如非專家型教師靈活。整合技術(shù)的課程內(nèi)容知識方面,非專家型教師利用技術(shù)呈現(xiàn)的內(nèi)容主要來源于教材,在創(chuàng)新程度、與生活聯(lián)系的密切性方面較專家型教師稍微欠缺。整合技術(shù)教授學生理解某一物理特定主題的知識方面,與專家型教師相比,非專家型教師缺乏利用技術(shù)幫助學生更好地理解重難點的知識,技術(shù)融入層次較低,且不能借助技術(shù)為學生創(chuàng)造自主學習的環(huán)境。整合技術(shù)教授某一特定物理主題的教學策略和方法知識方面,非專家型教師較專家型教師在利用技術(shù)創(chuàng)造情境時缺乏突破教材內(nèi)容限制的表現(xiàn);在處理學生錯誤時,讓學生主動利用技術(shù)方面非專家型教師不如專家教師;專家型教師在設(shè)置任務(wù)時利用技術(shù)的有效程度不如非專家型教師。整合技術(shù)對某一物理主題評價的知識方面,非專家型教師比專家型教師更擅長讓學生利用技術(shù)進行展示,從而了解學生情況。TPACK的操作體現(xiàn)方面,非專家型教師在利用“自制”技術(shù)類型方面不如專家型教師。在此基礎(chǔ)上提出了促進中學物理教學教師TPACK的發(fā)展與專業(yè)化發(fā)展的“非專家型教師應(yīng)重視利用技術(shù)呈現(xiàn)的內(nèi)容與現(xiàn)實生活的聯(lián)系性”等8項建議。
[Abstract]:The knowledge of subject teaching method (Technological Pedagogical and Content Knowledge) which integrates technology is the basis for teachers to use technology to carry out high quality teaching and is the knowledge that teachers must possess in the environment of information technology. In order to understand the TPACK characteristics of junior high school physics teachers in the actual teaching environment and obtain the objective facts based on the actual teaching process, the researcher carried out a case study. Two questions are discussed as follows: (1) what are the characteristics of TPACK between non-expert teachers and expert teachers? (2) what are the differences between the TPACK characteristics of the two teachers? This study establishes one non-expert teacher and one expert teacher. From the viewpoint of "integration", the author compiled the TPACK classroom observation record form of junior middle school physics teachers and the outline of TPACK interview of junior middle school physics teachers, and analyzed the TPACK characteristics of the two teachers by means of classroom observation (video recording) and interview method. The results are as follows: integrating the whole concept of technology teaching physics, there is a certain gap between non-expert teachers and expert teachers in physics teaching, so they pay too much attention to the cultivation of students' basic knowledge and basic ability; Expert-type teachers are less flexible than non-expert teachers in the diversity of extracurricular utilization techniques. In the aspect of integrating the knowledge of curriculum content of technology, the content presented by non-expert teachers mainly comes from teaching materials, which is less than that of expert teachers in terms of innovation degree and close relationship with life. Integration techniques teach students to understand the knowledge of a specific subject of physics. Compared with expert teachers, non-expert teachers lack the knowledge to help students understand the difficult and important problems better, and the level of technology integration is lower. And can not use technology for students to create independent learning environment. In the aspect of integrating technology to teach teaching strategies and methods on a specific physics subject, non-expert teachers lack the performance of breaking through the limits of teaching material content when using technology to create situations, and when dealing with students' mistakes, non-expert teachers lack the performance of breaking through the limits of teaching materials when using technology to create situations. The non-expert teachers are not as good as the expert teachers, and the expert teachers are not as effective as the non-expert teachers in setting up their tasks. In the aspect of integrating technology to evaluate the knowledge of a physics subject, non-expert teachers are better than expert teachers in making students use technology to demonstrate, so as to understand the operational aspects of students. TPACK. Non-expert teachers are inferior to expert teachers in using self-made technology. On the basis of this, this paper puts forward eight suggestions to promote the development and specialization of TPACK in physics teaching teachers in middle schools, such as "the non-expert teachers should attach importance to the connection between the content presented by technology and the real life".
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7
[Abstract]:The knowledge of subject teaching method (Technological Pedagogical and Content Knowledge) which integrates technology is the basis for teachers to use technology to carry out high quality teaching and is the knowledge that teachers must possess in the environment of information technology. In order to understand the TPACK characteristics of junior high school physics teachers in the actual teaching environment and obtain the objective facts based on the actual teaching process, the researcher carried out a case study. Two questions are discussed as follows: (1) what are the characteristics of TPACK between non-expert teachers and expert teachers? (2) what are the differences between the TPACK characteristics of the two teachers? This study establishes one non-expert teacher and one expert teacher. From the viewpoint of "integration", the author compiled the TPACK classroom observation record form of junior middle school physics teachers and the outline of TPACK interview of junior middle school physics teachers, and analyzed the TPACK characteristics of the two teachers by means of classroom observation (video recording) and interview method. The results are as follows: integrating the whole concept of technology teaching physics, there is a certain gap between non-expert teachers and expert teachers in physics teaching, so they pay too much attention to the cultivation of students' basic knowledge and basic ability; Expert-type teachers are less flexible than non-expert teachers in the diversity of extracurricular utilization techniques. In the aspect of integrating the knowledge of curriculum content of technology, the content presented by non-expert teachers mainly comes from teaching materials, which is less than that of expert teachers in terms of innovation degree and close relationship with life. Integration techniques teach students to understand the knowledge of a specific subject of physics. Compared with expert teachers, non-expert teachers lack the knowledge to help students understand the difficult and important problems better, and the level of technology integration is lower. And can not use technology for students to create independent learning environment. In the aspect of integrating technology to teach teaching strategies and methods on a specific physics subject, non-expert teachers lack the performance of breaking through the limits of teaching material content when using technology to create situations, and when dealing with students' mistakes, non-expert teachers lack the performance of breaking through the limits of teaching materials when using technology to create situations. The non-expert teachers are not as good as the expert teachers, and the expert teachers are not as effective as the non-expert teachers in setting up their tasks. In the aspect of integrating technology to evaluate the knowledge of a physics subject, non-expert teachers are better than expert teachers in making students use technology to demonstrate, so as to understand the operational aspects of students. TPACK. Non-expert teachers are inferior to expert teachers in using self-made technology. On the basis of this, this paper puts forward eight suggestions to promote the development and specialization of TPACK in physics teaching teachers in middle schools, such as "the non-expert teachers should attach importance to the connection between the content presented by technology and the real life".
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.7
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