整合技術(shù)的學(xué)科教學(xué)知識(TPACK)是教師對學(xué)科內(nèi)容知識、教學(xué)法知識和技術(shù)知識的相互作用的理解,被認(rèn)為是教師使用技術(shù)進(jìn)行有效教學(xué)的知識基礎(chǔ)。技術(shù)整合自我效能作為TPACK的影響因素,對教師TPACK的發(fā)展起到了重要的作用。近年來,一些學(xué)者開始探究技術(shù)整合自我效能與TPACK的關(guān)系,但現(xiàn)有研究很少涉及到英語學(xué)科以及職前教師。因此,本研究采用定量與定性相結(jié)合的研究方法對職前英語教師技術(shù)整合自我效能與TPACK的關(guān)系進(jìn)行探討,以期為職前英語教師TPACK的發(fā)展提供啟示和建議。本論文意欲探討以下三個問題:(1)職前英語教師技術(shù)整合自我效能總體情況如何?不同性別、學(xué)位的職前英語教師在技術(shù)整合自我效能方面是否存在差異?(2)職前英語教師TPACK總體情況如何?不同性別、學(xué)位的職前英語教師在TPACK方面是否存在差異?(3)職前英語教師技術(shù)整合自我效能與TPACK的相關(guān)關(guān)系如何?職前英語教師的技術(shù)整合自我效能對其TPACK的預(yù)測程度如何?本研究以281名來自山東師范大學(xué)英語專業(yè)師范生以及英語教育碩士為研究對象,采用問卷調(diào)查法以及半結(jié)構(gòu)訪談法對數(shù)據(jù)進(jìn)行收集,并將定量數(shù)據(jù)錄入到SPSS22.0進(jìn)行統(tǒng)計分...

【文章頁數(shù)】：82 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Technology Integration Self-efficacy
        2.1.1 Definitions of Technology Integration Self-efficacy
        2.1.2 Studies on Technology Integration Self-efficacy Abroad and at Home
        2.1.3 Measurement of Technology Integration Self-efficacy
    2.2 Studies of Technological Pedagogical Content Knowledge(TPACK)
        2.2.1 Definitions of TPACK
        2.2.2 Components of TPACK Framework
        2.2.3 Studies on TPACK Abroad and at Home
        2.2.4 Measurement of TPACK
    2.3 Studies on the Relationship between Technology Integration Self-efficacy and TPACK Abroad and at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Technology Integration Self-efficacy Scale
        3.3.2 TPACK Scale
        3.3.3 Semi-structured Interview
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Technology Integration Self-efficacy of Pre-service English Teachers
        4.1.1 General Situation of Pre-service English Teachers' Technology Integration Self-efficacy
        4.1.2 Differences in Pre-service English Teachers' Technology Integration Self-efficacy Based on Gender
        4.1.3 Differences in Pre-service English Teachers' Technology Integration Self-efficacy Based on Degree
    4.2 TPACK of Pre-service English Teachers
        4.2.1 General Situation of Pre-service English Teachers' TPACK
        4.2.2 Differences in Pre-service English Teachers' TPACK Based on Gender
        4.2.3 Differences in Pre-service English Teachers' TPACK Based on Degree
    4.3 The Relationship between Pre-service English Teachers' Technology Integration Self-efficacy and TPACK
        4.3.1 The Correlation between Pre-service English Teachers' Technology Integration Self-efficacy and TPACK
        4.3.2 The Predictive Validity of Technology Integration Self-efficacy on TPACK
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
Publications
Acknowledgements



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