在大數(shù)據(jù)時(shí)代,現(xiàn)代信息技術(shù)越來(lái)越在教育教學(xué)領(lǐng)域大放光彩。2005年,科勒和米什拉提出了整合技術(shù)的學(xué)科教學(xué)知識(shí)(TPACK)的概念。本研究旨在調(diào)查通遼地區(qū)高中英語(yǔ)教師TPACK水平現(xiàn)狀,并分析其影響因素,進(jìn)而對(duì)提高該地區(qū)高中英語(yǔ)教師TPACK水平提出可行性建議。筆者改編了施密特等人2009年研制的調(diào)查問(wèn)卷,制成了適用于通遼地區(qū)的調(diào)查問(wèn)卷。本研究的研究對(duì)象為通遼地區(qū)128名高中英語(yǔ)教師,并采用問(wèn)卷調(diào)查、訪談和課堂觀察等研究方法進(jìn)行調(diào)查研究。研究問(wèn)題如下:(1)目前通遼地區(qū)高中英語(yǔ)教師TPACK水平的現(xiàn)狀如何?(2)影響通遼地區(qū)高中英語(yǔ)教師TPACK水平的因素是什么?(3)如何有效地提高通遼地區(qū)高中英語(yǔ)教師的TPACK水平?基于數(shù)據(jù)收集和分析的結(jié)果,筆者發(fā)現(xiàn):首先,通遼地區(qū)高中英語(yǔ)教師的TPACK水平處于中等偏上的位置。量表結(jié)果顯示TPACK各個(gè)維度的得分情況順序如下:CK>PCK>TCK>TPK>PK=TPACK>TK。其中CK得分最高,說(shuō)明該地區(qū)的高中英語(yǔ)教師對(duì)自己的英語(yǔ)學(xué)科內(nèi)容知識(shí)的掌握更有自信;TK得分最低,說(shuō)明教師對(duì)自己的技術(shù)知識(shí)的掌握程度信心較差。其次...

【文章頁(yè)數(shù)】：91 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Introduction
Chapter One Literature Review
    1.1 The definition of key concepts
        1.1.1 The definition of TPACK
        1.1.2 The framework of TPACK
    1.2 TPACK studies abroad
        1.2.1 Theoretical studies of TPACK
        1.2.2 Empirical studies of TPACK
    1.3 TPACK studies at home
        1.3.1 Theoretical studies of TPACK
        1.3.2 Empirical studies of TPACK
Chapter Two Theoretical Foundation
    2.1 Constructivism Theory
    2.2 Effective Teaching Theory
Chapter Three Research Design
    3.1 Research questions
    3.2 Research method
        3.2.1 Questionnaire
        3.2.2 Classroom observation
        3.2.3 Interview
    3.3 Research participants
        3.3.1 The participants of questionnaire
        3.3.2 The participants of classroom observation and interview
    3.4 Research instruments
        3.4.1 The design of the questionnaire
        3.4.2 The outline of the interviews
    3.5 Data collection and analysis
Chapter Four Results and Discussion
    4.1 General description of senior high school English teachers’ TPACK
        4.1.1 Results and discussion of TK
        4.1.2 Results and discussion of CK
        4.1.3 Results and discussion of PK
        4.1.4 Results and discussion of PCK
        4.1.5 Results and discussion of TCK
        4.1.6 Results and discussion of TPK
        4.1.7 Results and discussion of TPACK
    4.2 Analysis and discussion of the influence of different factors on teachers’TPACK
        4.2.1 The influence of gender on TPACK level
        4.2.2 The influence of age on TPACK level
        4.2.3 The influence of teaching experience on TPACK level
        4.2.4 The influence of professional titles on TPACK level
        4.2.5 The influence of teaching school on TPACK level
        4.2.6 The influence of education background on TPACK level
        4.2.7 The influence of graduate institutions on TPACK Level
        4.2.8 The influence of training situation on TPACK level
        4.2.9 The influence of other factors
    4.3 Suggestions for improving teachers’ TPACK levels
        4.3.1 Suggestions for English teachers
        4.3.2 Suggestions for schools
Conclusion
    Major findings
    Limitations
References
Appendices



本文編號(hào)：4055461