【作者】 孙霞；

【导师】 郭永峰；

【作者基本信息】 曲阜师范大学 ， 全日制教育硕士（专业学位）， 2018， 硕士

【摘要】 随着现代信息技术的快速发展及其广泛应用,人类正全面步入信息化社会。信息化的社会环境加快了教育信息化的进程,教师面临着将技术知识整合进自身专业知识结构的挑战。在此背景下,美国学者Punya Mishra和Matthew J.Koehler于2005年首次提出了一个全新的概念——整合技术的学科教学知识(TPACK)。自Mishra和Koehler提出TPACK之后,这一概念受到了国外众多学者的广泛关注,成为教师教育领域研究的前沿热点。生物学是一门探究生物形态特征和生理特征等方面的应用性很强的学科,生物教师的整合技术的学科教学知识水平决定着运用技术进行教学的能力。因此,本研究在已有研究的基础上,将量化研究与质性研究相结合,研究高中生物教师整合技术的学科教学知识(TPACK)的现状,以了解高中生物教师TPACK的水平和不同专业发展阶段高中生物教师TPACK水平的差异性。论文共分为五个部分:第一章是绪论,介绍了研究背景、研究现状、研究目的与意义、研究方法与思路。第二章是文献综述,主要从TPACK的概念研究、教师教育中的TPACK研究、教师专业发展阶段这三个方面进行阐述。第三章是研究设计与实施,包括问卷调查的设计与实施及访谈的设计与实施两个方面。调查问卷主要从TPACK的七个构成维度进行设计,访谈提纲主要从学科内容知识、教学法知识、技术知识以及整合技术的学科教学知识四个维度进行设计。第四章是研究结果与讨论,通过对问卷调查的数据和访谈的内容进行详细分析,讨论了高中生物教师TPACK的现状。第五章是结论和建议,本研究所得结论如下:从整合技术的学科教学知识(TPACK)总体看,高中生物教师TPACK水平整体处于中等;从TPACK的七个构成维度看,高中生物教师TPACK七个构成维度的水平由高到低依次为学科内容知识(CK)、教学法知识(PK)、学科教学知识(PCK)、技术知识(TK)、整合技术的学科内容知识(TCK)、整合技术的教学法知识(TPK)、整合技术的学科教学知识(TPACK);从性别角度看,高中生物教师中男女教师TPACK均处于中等水平且女教师的水平较高;从专业发展角度看,不同专业发展阶段高中生物教师TPACK总体水平由高到低依次为:熟练阶段、胜任阶段、专家阶段、新手阶段;不同专业发展阶段教师在TPACK的七个构成维度上均存在显著性差异。根据研究结论,从教师自身层面及国家和学校层面提出了提高高中生物教师TPACK水平的针对性建议,有助于完善高中生物教师整合技术的学科教学知识,提高教育教学质量。更多还原

【Abstract】 With the rapid development of modern information technology and its wide application,human beings are stepping into the information society.The information-based social environment has accelerated the process of education information,and teachers are faced with the challenge of integrating technical knowledge into their own professional knowledge structure.In this context,the American scholar Punya Mishra and Matthew J.Koehler first put forward a new concept in 2005--Technological Pedagogical Content Knowledge(TPACK).Since the introduction of TPACK by Mishra and Koehler,this concept has attracted wide attention from many foreign scholars and has become a hot topic in the field of teacher education.Biology is a discipline with strong applicability to explore biological morphology and physiological characteristics.The level of technological pedagogical content knowledge of biology teachers determines the ability to use technology to teach.Therefore,the study on the basis of the existing research,integrating the quantitative research and qualitative research,researches the current situation of technological pedagogical content knowledge(TPACK)of high school biology teachers,to understand the TPACK level of high school biology teachers and the TPACK level difference of different stages of professional development of high school biology teachers.The paper is divided into five parts:The first chapter is an introduction,which introduces the research background,research status,research purpose and significance,research methods and ideas.The second chapter is the literature review,mainly from three aspects of the concept of TPACK research,teacher education in the TPACK research,teacher professional development stage.The third chapter is the research design and implementation,including the design and implementation of the questionnaire survey and the design and implementation of the interview in two aspects.The questionnaire is mainly designed from seven dimensions of TPACK,and the interview outline is designed from four dimensions: content knowledge,pedagogical knowledge,technological knowledge and technological pedagogical content knowledge.The fourth chapter is the research results and discussion,through the detailed analysis of questionnaire survey data and interview content,discusses the TPACK status of high school biology teachers.The fifth chapter is the conclusion and suggestion,the conclusions of this study are as follows: from the overall of technological pedagogical content knowledge(TPACK),the TPACK level of the whole high school biology teachers is in the middle;from the seven dimensions of TPACK,high school biology teachers in seven dimensions of the level from high to low is content knowledge(CK),pedagogical knowledge(PK),pedagogical content knowledge(PCK),technology knowledge(TK),technological content knowledge(TCK),technological pedagogical knowledge(TPK),technological pedagogical content knowledge(TPACK);from the view of the gender,male and female teachers of high school biology teachers are in the medium level and female teachers’ level is relatively high;from the perspective of professional development,the overall level of TPACK in different stages of the professional development of high school biology teachers from high to low is proficient stage,competency stage,expert staget,novice stage;there are significant differences in the seven dimensions of TPACK between teachers in different stages of professional development.According to the conclusion of the research,this study put forward some suggestions on how to improve the level of TPACK in the high school biology teachers from the teachers themselves and the school level and the national level,helping to improve the technological pedagogical content knowledge of high school biology teachers,and to improve the education and teaching quality.更多还原