【作者】 张静；

【导师】 陈佑清；

【作者基本信息】 华中师范大学 ， 课程与教学论， 2014， 博士

【摘要】 信息技术与教育的深度融合,是教育信息化的根本诉求。适应信息化教学方式的变革,是当代教师专业发展的重要议题。信息技术知识本身,并不是改变教学和解决问题的“灵丹妙药”。教师需要真正“技术内化”的专业知识,才能主动、灵活、有效地将技术融入学科教学,提高教学效果和促进学生学习。具备“融合技术的学科教学知识”,正是教师面对信息化教学需求与挑战的关键出路。那么,什么是“融合技术的学科教学知识”?如何促进这种融合技术的教师知识的发展?这既需要从理论研究的角度做出回应,也需要对教师实践中的情况予以考量,从而探索出融合技术的教师知识的发展路径。本文围绕“融合技术的教师知识”这一中心论题,重点探讨了以下几个问题：历史进程中,技术与教师之间的内在关系是怎样的?如何理解融合技术的教师知识的内涵?当前中小学教师开展信息化教学的现实水平如何?融合技术的教师知识形成与发展的机制是怎样的?教师教育课程应该如何回应这种教师知识发展的需求?本文除绪论部分外,主要由四部分构成：第一部分：技术演进与教师发展之间关系的历史考察,即第一章。从古至今,技术都是教育变革与教师发展的重要推动力。笔者将人类史划分为语言文字时代、印刷技术时代、机械电子时代、信息技术时代,就每个时期的技术演进对教师发展产生的影响进行了脉络梳理,从而反思和归纳出技术与教师之间的内在关系及其特征。第二部分：信息技术与教师知识融合的理论探索,即第二章。把技术视为一种专门的知识或技能来单独培养,是过去对待教师信息化专业发展问题时的片面理解。本章对融合技术的教师知识进行了理论探讨,澄清了信息化背景下的教师知识的新概念。笔者通过国内外文献的分析和实例的列举,探讨了“融合技术的学科教学知识”的丰富内涵,对这种新型教师知识的理论缘起、结构要素、内涵特征、教育意蕴和表达形式等方面展开了全面的阐释。从而确立了融合技术的教师知识的发展定位和取向,使其贯穿于整个研究。第三部分：融合技术的教师知识的实证研究,包括第三、四章。理解教师“实然”的知识现状,是探讨教师知识发展的必要前提。第三章通过问卷调查,对某地区中小学教师的信息化教学现状进行了量化研究,考察了教师群体“融合技术的学科教学知识”的现实水平,发现其中存在的问题,提出了相应的建议和对策。第四章以三位教师个案为对象,开展了“融合技术的学科教学知识”的质性研究。采用深度访谈、教学日记分析、课堂或录像带观察、教案作品分析等多种途径,深入到教师的信息化教学的生活与实践中,以叙事的方式追踪和描述了每位教师的成长经历、现实水平和发展动力。这两章为后面部分的教师发展研究提供了现实依据。第四部分：融合技术的教师知识的发展机制与培养途径,包括第五、六章。教师知识与教师学习是一个硬币的两面。教师深入学习技术的过程,也就是“融合技术的学科教学知识”的发展过程。在第五章中,笔者从个体认知、社会建构和涌现这三个不同的维度,论述了教师学习技术及知识发展的一般过程,进而从专业学习、同伴互助和自主发展三个方面,探讨了“融合技术的学科教学知识”发展的具体路径。第六章以教师教育课程的变革为着眼点,针对性地探索了融合技术的教师知识的培养问题。对教师课程的顶层设计、课程内容和教学模式三个方面,结合多个国际教师培养项目的典型范例,提出了改进我国教师教育课程的建议和策略。更多还原

【Abstract】 The in-depth integration of Information Technology (IT) and education is the fundamental appeal of educational informationization. Teachers need to adapt themselves to the transformation of IT-based instruction, which has been a significant issue on contemporary teachers’ professional development. However, knowledge of IT itself is not a cure-all medicine for changing instruction and solving problems. Teachers are required to have professional knowledge combined with technology, so as to apply technology into subjects teaching actively, flexibly and effectively, and to improve instructional effect and students’learning results. To possess technological pedagogical and content knowledge (TPACK) is the very key way out when teachers encounter the requirement and challenges from IT-based instruction. What does TPACK mean? How to facilitate teachers’ growth of TPACK? It makes sense to reply these questions not only from the perspective of theoretical study, but also from the stance of teachers’ practical status. In this way the development path of teachers knowledge integrated with technology can be explored.With the thesis of teachers’ knowledge integrated with technology, this paper sets out to explore the following issues:What does the internal connection between technologies and teachers look like in historical evolution? How to explain the connotation of teachers’ knowledge integrated with technology? What is the present status of primary and middle school teachers’carrying out IT-based teaching? What is the mechanism of TPACK formation and development? How should teacher education curriculum response to the need of TPACK growth? Besides the instruction section, the paper falls into four parts:Part one, as Chapter one shows, is about the historical investigation on the connection between technologies’ evolution and teachers’ growth. In all ages, technologies are always the important impetus of education’s changes and teachers’ advances. We divide human’s history into four eras, which are verbal and written language era, printing technology era, mechanism and electronics era, and informational technology era. The impact of technologies creation on teachers’ development in each era is explored and then, the internal relationship between technologies and teachers is reflected and summarized.The second part, as Chapter two shows, is about theoretical study on the combination of information technology and teachers’knowledge. There has been a narrow-minded view on teachers’ professional development in the context of information, that is, to see technology as a particular knowledge or skill and to cultivate it separately. This part sets out to explore theatrically on teachers’ knowledge combined with technology, which is a new try to clarifying the newly idea of teacher knowledge facing the need of informationization. Through analyzing the domestic and abroad literature and providing living examples, we explain the rich connotation of the technological pedagogical and content knowledge. An overall interpretation on the newly teacher knowledge of TPACK is made on the aspects of theoretical origin, structure and components, educational implication and representation forms. Thus the developmental orientation of TPACK is settled throughout the whole study.Chapter three and four constitute part three, which conducts an empirical study on teachers’ knowledge integrated with technology. To understand teachers’ factual knowledge status is a prerequisite to study the development of teachers’ knowledge. In chapter three, through a questionnaire survey on a local primary and middle school teachers, a quantitative research is done to investigate the teachers’ TPACK present status, then some underlying troubles are disclosed and the countermeasures are proposed. In chapter four, via the cases studies on three teachers, a qualitative study on TPACK is carried out. We adopt several study methods like in-depth interview, diary analysis, classroom or video observation, and teaching plan, and go deep into teachers’ teaching practice of IT-based. Then each teacher’s TPACK on aspects of growth experience, present status and developmental impetus are traced and displayed in a manner of narrative study. These two chapters offer realistic bases for the following teachers’ development study.The fourth part includes chapter five and six, which explores the developmental mechanism and cultivation of teachers’ knowledge integrated with technology. Teachers’knowledge and teachers’ learning are the two sides of one coin. The process of a teacher’s learning technology deeply, is the very process of his or her TPACK’s growing.In chapter five, from three dimensions of cognition, sociality and emergency, we explain the general process of a teacher’s technology learning and TPACK growing, and then discuss three concrete paths of promoting TPACK growth, which respectively are professional learning, peer-coaching and self-directed development. Chapter six sets out to the transformation of teacher educational program to give a pertinent concern on how to cultivate TPACK. We focus on the top-level design, curriculum content and instruction model of teacher educational program. By reference to several typical examples of foreign teachers training projects, we propose relevant advices and strategies on teacher educational program of our own country.更多还原