【作者】 詹艺；

【导师】 任友群；

【作者基本信息】 华东师范大学 ， 学科教育， 2011， 硕士

【摘要】 2005年,美国密西根州立大学的Punya Mishra和Matthew J. Koehler首次在文章中提到"TPCK"(现更名为’TPACK’)一词。随着TPACK的概念被众多研究者所阐述,国外教师教育领域中涌现出了大量的相关研究。这些研究围绕“如何提升教师的TPACK水平”这一问题展开,聚焦教师TPACK的测量、培养教师TPACK的策略、教师教育课程的设计与重构、教师教育教材的编写等多个研究热点,并且产生了大量的研究成果。而另一方面,截至目前,尽管已有一些国内学者对TPACK的概念和国外相关研究进行了关注,我国还鲜有这方面的系统研究。鉴于此,本研究以国外相关研究成果为基础,立足国内,在师范生教育领域开展有关TPACK的研究,尝试回答“如何提升师范生的TPACK水平”这一问题。本研究采用单组前后测的实验研究方法,选取上海市A高校数学专业师范生进行教学实验。本研究借鉴国外的TPACK量表,设计出数学教师TPACK量表,在教学实验前后对师范生的TPACK水平进行测量和对比；采用“设计学习”的教学方法,设计微型课程并在实验中实施开展。根据前后测问卷和课程视频录像数据,对微型课程的实施效果和过程进行了分析。分析结果显示,微型课程前后师范生的TPACK水平获得了提升。全文共分五个部分：第一章：重点综述和分析了TPACK的概念,以及国外教师教育领域中的相关及成果。随后,简要梳理了TPACK在我国的研究现状。第二章：介绍了前后测问卷的设计过程,详细介绍了用于测量教师TPACK的量表部分的设计、信效度分析结果以及题目的筛选的情况。第三章：首先对国外“设计学习”方面的文献进行了简要综述,其次对支持教师TPACK发展方面的文献进行了简要综述。在文献综述的基础上,概述了“设计学习”微型课程的设计和流程安排,并具体介绍了四条支持性策略的设计。第四章：根据前后测问卷数据,对微型课程的实施效果进行了总结、分析与解释。根据视频录像数据,采用话语分析的方法,对“设计学习”微型课程的实施效果和过程进行分析。第五章：根据第四章中的数据分析结果,得出了本研究的主要结论、分析了本研究的局限与不足,对TPACK框架整合于师范生教育和在职教师专业发展的可能途径和方式做了简要的探讨,并就TPACK在教师教育领域中的未来研究方向做了展望。更多还原

【Abstract】 In 2005, "TPCK" (known as’TPACK’now) was first mentioned by Punya Mishra and Matthew J. Koehler from Michigan State University. As TPACK concept is elaborated, a great number of relevant studies are emerged in the field of teacher education abroad, brought affluent findings and achievements. The studies are focused on the issue about "how to improve teachers’TPACK", mainly involve in the followings:measurement in TPACK, teaching strategies in TPACK, teacher education curriculum design and reconstructions, and preparation of textbooks. On the other hand, as of now, despite some domestic scholars have been paying close attention on TPACK, systematic research in this area is lacking in China. Therefore, in this thesis, on top of the results of studies abroad, we have carried out study on TPACK in the context of preservice teacher education and tried to answer the question of "how to improve preservice teachers’TPACK".This study adopted a pre-posttest design method, taking preservice teachers in mathematics major from a university in Shanghai as model. A mini-scaled was carried out which employed "learning by design" strategy. A TPACK scale for mathematics teachers was designed, and used in pre-posttest periods to measuring and comparing the TPACK level on preservie teachers before and after the mini-scaled courses. The process of the mini-scaled courses was also analyzed by data drawn from course video. Data show an improvement on TRACK level is obtained.There are altogether five sections in this thesis:Chapter one presents a literature review on TPACK and relative studies in teacher education field abroad followed by a brief introduction on the current statues of TRACK study domestically.Chapter two elaborates the development of questionnaires which were used in pre-posttest period, especially the scale used to assess mathematic teachers’TPACK. The results of reliability and validity analyses were also provided.Chapter three based on the literatures review on "learning by design" and "strategies to improve teachers’TPACK", summaries of the design of mini-scaled course and the procedure of the course. It also explained in detail on four pieces of supporting strategies.Chapter four focus on the analysis and results of mini-course’s implementation according to the data from two scales and course videos. The analyses were done from two aspects:a summarized view on the effect of mini-scaled course, a formative view on the process of mini-scaled course.Chapter five is the conclusion of this study. The limitation of the study is also mentioned. The strategies of integrating TPACK framework into teacher education in China and the future work on TPACK in teacher education field were discussed.更多还原