【作者】 陈丽娟；

【导师】 杨宁；

【作者基本信息】 福建师范大学 ， 现代教育技术（专业学位）， 2015， 硕士

【摘要】 本研究以国内外相关研究为基础,立足国内信息技术教育现实,旨在分析职前信息技术教师专业知识现状,剖析职前信息技术教师专业知识存在的问题。主要研究问题如下：1.职前信息技术教师的专业知识现状；2.职前信息技术教师专业知识存在的问题：3.教育实习对职前信息技术教师专业知识的影响；4.职前信息技术教师与在职信息技术教师专业知识的对比研究。本研究基于TPACK理论模型下的信息技术教师专业知识研究框架,采用质(深度访谈、课堂观察等)、量(问卷调查、视频分析等)结合的研究方法测查职前信息技术教师的专业知识现状。基于新手—专家理论,分析信息技术职前教师与在职教师专业知识的差异,分析职前教师专业知识存在的问题。此外,测查职前信息技术教师实习前后的专业知识的变化,分析教育实习对职前信息技术教师的专业知识及其内部要素的影响,从理论和实践上丰富信息技术职前教师专业知识的研究成果,为职前信息技术教师的培养提供一定的建议。研究结果表明：1.教学法知识是职前信息技术教师专业知识的薄弱环节；2.职前信息技术教师TPCK知识有待提升；3.教育实习能够极大的促进职前信息技术教师PK、PCK知识的成长；4.在职教师的指导与交流更有利于促进职前教师专业知识的成长。更多还原

【Abstract】 Based on the recent research and the reality of information technology education, this study aims to analyze status of specialist knowledge of pre-service information technology teacher. And the work also analyzed the problem of pre-service teachers in information technology specialist knowledge. The major research are as follows:(a) The status of the specialist knowledge of pre-service teachers in information technology; (b) Problems in specialist knowledge of pre-service teachers in information technology, (c) The influence of teacher practice to information technology teachers’ specialist knowledge; (d) Comparative study between the pre-service information technology teachers and in-service teachers’ specialist knowledge of information technology. This research is based on TPACK model’s research framework of the information technology teacher specialist knowledge. Combining the qualitative (in-depth interviews, classroom observation), quantitative (questionnaire, video analysis) study method, this work test specialist knowledge status of pre-service information technology teachers. Based on the theory of novice and expert, the differences in specialist knowledge between the pre-service information technology teachers and in-service teachers are analyzed. Specialist knowledge problem exist in pre-service teacher were also analyzed. In addition, this work also measure the specialist knowledge changes of pre-service information technology teachers before and after the teacher practice, analyze the influence of teacher practice on the pre-service teacher specialist knowledge, enriched research results of theory and the practice on information technology pre-service teachers’ specialist knowledge, provide some suggestions for educating the information technology pre-service teachers.The results showed that:(a)the pedagogy knowledge is the weak link in pre-service information technology teachers’ special knowledge;(b)the TPCK knowledge of the pre-service information technology teachers needs to be improved;(c)the teacher practice can greatly promote the growth of PK and PCK knowledge of pre-service information technology teachers;(d)the guidance and communication of in-service teachers is more conducive for pre-service teacher to improve the special knowledge.更多还原