隨著信息技術(shù)在社會生活中的應(yīng)用逐漸增加,技術(shù)整合在教育領(lǐng)域也受到了歡迎。為了跟上發(fā)展的步伐,教師不僅要掌握新興技術(shù),還要懂得如何將技術(shù)與學(xué)科內(nèi)容以及教學(xué)法相結(jié)合。Mishra和Koehler對此提出了一個概念性的框架,即整合技術(shù)的學(xué)科教學(xué)法知識(TPACK),用以理解教師進(jìn)行技術(shù)整合所需具備的知識。迄今盡管有不少學(xué)者致力于TPACK的發(fā)展,國內(nèi)有關(guān)于小學(xué)英語教師的研究仍然較少�；诖�,本文對小學(xué)英語教師TPACK水平以及其影響因素的研究,旨在為教師的TPACK發(fā)展提供建議。本文主要采用定量的研究方法,研究小學(xué)英語教師的TPACK水平及其影響因素,共135個小學(xué)英語教師參與了調(diào)查。研究數(shù)據(jù)通過網(wǎng)上和實(shí)地發(fā)放問卷相結(jié)合的形式收集獲得。基于研究問題,作者采用了兩份問卷。第一份問卷用于調(diào)查小學(xué)英語教師的TPACK水平,第二份問卷旨在調(diào)查影響小學(xué)英語教師TPACK水平的因素。研究發(fā)現(xiàn),(1)小學(xué)英語教師的TPACK水平總體令人滿意。就基礎(chǔ)要素而言,教師在PK上的得分高于TK和CK。就整合要素而言,相較于TPK和TPCK,教師在TCK和PCK上的得分更高,這意味著教師在整合學(xué)科內(nèi)容和技術(shù)以及學(xué)科內(nèi)容...

【文章頁數(shù)】：84 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Significance of this study
    1.3 Research purpose
    1.4 Structure of the thesis
2. Literature Review
    2.1 Technological pedagogical content knowledge (TPACK)
        2.1.1 Framework of TPACK
        2.1.2 Measurement of TPACK
    2.2 English teacher's TPACK
        2.2.1 Definition of English teacher's TPACK
        2.2.2 Measuring of English teacher's TPACK
        2.2.3 Summary
        2.2.4 Contextual factors influencing English teacher' TPACK
        2.2.5 Summary
3. Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
        3.3.1 Design of questionnaire "TPACK levels of English teachers in primaryschool
        3.3.2 Reliability and validity
        3.3.3 Design of questionnaire "Influencing factors of English teachers' TPACKlevel"
        3.3.4 Reliability and validity
    3.4 Data collection and analysis
    3.5 Summary
4. Results and Discussion
    4.1 Results of TPACK levels of English teachers
        4.1.1 TK levels of English teachers
        4.1.2 CK levels of English teachers
        4.1.3 PK levels of English teachers
        4.1.4 PCK levels of English teachers
        4.1.5 TPK levels of English teachers
        4.1.6 TCK levels of English teachers
        4.1.7 TPCK levels of English teachers
    4.2 Results of demographic characteristics of English teachers' TPACK
        4.2.1 Differences of English Teachers' TPACK in gender
        4.2.2 Differences of English Teachers' TPACK in teaching experience
        4.2.3 Differences of English Teachers' TPACK in educational background
    4.3 Results of the mediating effect of PCK, TCK, and TPK
        4.3.1 Mediating role of PCK, TCK on the relationship between CK and TPCK
        4.3.2 Mediating role of PCK, TPK on the relationship between PK and TPCK
        4.3.3 Mediating role of TCK, TPK on the relationship between TK and TPCK
    4.4 Results of contextual factors influencing English teachers9TPACK
        4.4.1 Correlation analysis between TPACK and its influencing factors
        4.4.2 Multiple Regression Analysis between TPACK and its influencing factors
    4.5 Discussion
        4.5.1 TPACK levels of English teacher
        4.5.2 Demographic characteristics of English teachers' TPACK
        4.5.3 The mediating effect of second-level knowledge bases
        4.5.4 Contextual factors influencing English teachers' TPACK
    4.6 Summary
5. Conclusion
    5.1 Major findings of the research
    5.2 Implications for English teachers' TPACK development
        5.2.1 Boosting teachers' motivation and self-efficacy
        5.2.2 Providing support by leader, colleague and industry expert
        5.2.3 Providing support by school administration
        5.2.4 Reframing educational technology training
        5.2.5 Providing support by government administration
    5.3 Research limitations and suggestions for future study
Bibliography
Appendix A: Questionnaire One
Appendix B: Questionnaire Two



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