【作者】 陈娟；

【导师】 刘清堂；

【作者基本信息】 华中师范大学 ， 现代教育技术（专业学位）， 2017， 硕士

【副题名】以丹江口市中小学信息技术教师为例

【摘要】 信息技术和信息化设备已经广泛使用在我国的基础教育和高等教育中,这对从业人员在信息技术方面的知识和能力提出了更高的要求。美国学者科勒(Koehler)和米什拉(Mishra)在二零零五年提出TPACK (整合技术的学科教学知识)的概念之后,国内外学术界的注意力就一直在TPACK的范围内徘徊,对于TPACK的研究实践也由此展开。实践证明,教师的TPACK能力水平对信息时代背景下教师的专业技术水平提高与突破具有重要作用。其中,提升教师TPACK能力的关键是要对教师的TPACK能力进行调查研究并分析其对教师能力的积极作用。TPACK是由学科内容知识(CK)、教学法知识(PK)和技术知识(TK)这三个集合,以及它们之间相互交错产生的四个交集即PCK、TCK、TPK和TPACK组成[1]。本文将通过问卷调查方法、课堂观察法和访谈法这三种方法对丹江口市地区的中小学信息技术学科教师进行TPACK能力的调查研究,同时根据调研结果对丹江口市地区的中小学信息学科教师TPACK能力提升提供策略建议。论文主要研究工作包括:(1) TPACK能力评测模型构建及方法分析。(2)丹江口市中小学信息技术教师的TPACK能力调研及分析。(3)信息技术教师TPACK能力提升策略研究。本文通过调查、研究得到,信息技术学科女教师在TK能力上是弱于同样情况下的男教师的;不同年龄和教龄的信息技术学科教师在PCK方面的能力有很大的不一样;不同学历的信息技术教师在TK和TCK的能力上也有比较大的不一致;并且三基本因子(TK, PK,CK)对组合因子(PCK, TPK,TCK,TPACK)分别存在正向影响作用,双组合因子(PCK, TPK, TCK)又分别对三组合因子TPACK存在正向影响作用。本文对问卷调查、课堂观察和访谈的结果进行综合分析,最后从行政部门支持、教育培训部门支持、学校鼓励支持、个人专业发展四个方面提出信息技术教师TPACK能力提升的建议策略。本次研究可以为丹江口市信息技术学科的TPACK研究提供参考,同时也对湖北省地区的信息技术教师TPACK相关研究有重要参考意义。更多还原

【Abstract】 As the rapid development of information technology and its application in the field of school education, it makes the teachers’ knowledge and skills facing new challenges,and it also puts forward new requirements to teachers’ ability in education. Since 2005,the American scholar Koehler and Mr Mishra put up the concept of TPACK, it caused the wide attention of scholars both at home and abroad. It has been proved that the study of Teacher’s TPACK will benefit the teachers’ professional growth and development.Especially, the investigation of teachers’ TPACK ability level will play an important role in enhancing the teacher’s TPACK ability.The common TPACK factors include three core elements: subject knowledge (CK),knowledge of teaching method (PK), technical knowledge (TK) and its four cross set elements: PCK, TCK, TPK and TPACK. This paper mainly uses the questionnaire method, classroom observation and interview to investigate the primary and secondary school information technology teachers’ ability of TPACK in Danjiangkou area, and at the same time, according to the results of the research on the Danjiangkou area of primary and secondary information teachers to provide strategic advice to enhance the teachers’ ability level of TPACK. The main research work includes:(1) Analysis of the TPACK capacity evaluation model construction and method.(2) Investigation and analysis of TPACK capability of information technology teachers in primary and secondary schools in Danjiangkou City.(3) The research of the strategy to enhance the ability of information technology teacher TPACK ability.Through the author’s investigation and research, it founds that the female teachers of the information technology subject are weak in the TK ability than the male teachers. The ability of the teachers in different age and different teach year in the field of information technology is very different in PCK ability. Information technology teachers in the TK and TCK ability to have a relatively large inconsistency. And the three basic factors (TK,PK,CK) have positive effects on the combination factors (PCK,TPK, TCK,TPACK),and the dual combination factors (PCK, TPK, TCK) have a positive effect on the triplet factor TPACK. Through the results of questionnaire, classroom observation and interview, the research puts forward the proposed strategy of upgrading the information technology teacher from the four aspects: administrative support, education and training department support,school encouragement support and teacher individual professional development.This study can provide reference for the TPACK research of information technology disciplines in Danjiangkou City,and it is also important for the research of TPACK of information technology teachers in Hubei province.更多还原