基于TPACK模型—探究大学英语教学中的优秀教师知识体系

论文摘要

在Shulman (1986)提出的教师学科教学知识(PCK)的基础上,Mishra和Koehler (2005)提出了整合技术的学科教学知识(TPACK)。TPACK模型囊括了不断渗入教学中的技术因素,不仅为教师如何运用技术进行有效教学指明了方向,也为衡量教师运用技术进行教学提供了评价理论标准。因此,本研究以此模式为基础,结合Cox(2008)对模型各组成部分的定义,运用课堂观察和采访来探究优秀资深大学英语教师的知识体系以及学科知识(CK)、一般教学法知识(PK)、和技术知识(TK)在教师教学实践中的相互关系.本研究显示,优秀大学英语教师具备丰富的CK、PK、TK知识,而且能在教学中根据情境整合CK、PK、TK,形成TPACK知识来指导整个教学;CK、PK、TK三者也并非处于平衡一致的关系,CK犹如基石,决定了PK、TK的运用,PK则犹如桥梁,促进知识的传递,而TK则犹如表现工具,帮助教师表达知识。我们建议在在英语教学中,教师不仅应当丰富自己的CK,PK,TK知识,更应完善自己在教学中整合协调CK、PK、TK的能力。具体来说,教师应该在教学中先考虑CK,然后再根据CK来考虑PK的运用,最后考虑如何运用TK来促进教学。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Technology in Teaching
• 1.2 Teacher Knowledge
• 1.3 Statement of Problem
• 1.4 Research Questions
• 1.5 Purpose of the study
• 1.6 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Pedagogical Content Knowledge
• 2.2 Technological Pedagogical Content Knowledge
• 2.2.1 Definitions of TPACK and Its Components
• 2.2.2 Relationship between Each Component of TPACK
• 2.2.3 Measurement of Teachers’TPACK
• 2.3 Summary
• Chapter 3 Methodology
• 3.1 Research Context
• 3.2 Participants
• 3.3 Data Collection
• 3.3.1 Classroom Observation
• 3.3.2 Interview
• 3.4 Data Analysis
• Chapter 4 Data Description and Analysis
• 4.1 Classroom Observation
• 4.1.1 Classroom Routine
• 4.1.2 Content Taught in Class
• 4.1.3 Pedagogy Utilized in Class
• 4.1.4 Technology Applied in Class
• 4.2 Coding of the Video
• 4.3 Interview
• 4.3.1 Content Knowledge
• 4.3.2 PK
• 4.3.3 TK
• 4.3.4 The Relationship between CK, PK and TK
• Chapter 5 Research Results and Discussion
• 5.1 Teacher Knowledge
• 5.1.1 Rich Possession of Content, Pedagogy and Technology Knowledge
• 5.1.2 Integration of Content, Pedagogy and Technology Knowledge
• 5.2 Cumulative Progression Relationship between CK, PK and TK
• 5.3 Summary
• Conclusion
• 6.1 Answers to the Research Questions
• 6.2 Implications
• 6.3 Limitations of the Study
• 6.4 Suggestions for Future Research
• References
• Appendix A Classroom Observation Guide
• Appendix B Interview Guide
• Appendix C Coding of the Video
• Appendix D 详细中文摘要
• Acknowledgements