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初中英语教师整合技术的学科教学知识(TPACK)研究:城乡差异视角

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2020-12-15编辑:vicky点击率:652

论文字数:论文编号:org202012131119577058语种:英语 English地区:中国价格:$ 44

关键词:初中英语教学论文TPACK英语老师

摘要:本文是一篇初中英语教学论文,本研究探讨了中国城乡初中英语教师TPACK的现状,

本文考察了英语教师在性别、年龄、职称、教学经历、受教育程度等方面的潜在差异。此外,通过半结构式的深度访谈,产生了几个主题来分析英语教师对TPACK的看法。

Chapter One Introduction


1.1 Research Background

Nowadays, information technology plays an important role in promoting Educationreform and improving the quality of education. With technologies being increasingly used inforeign language teaching, English teachers are facing increasing challenges and they needto improve their ability to integrate information technology into teaching. Koehler andMishra (2005) proposed the framework of Technological Pedagogical and ContentKnowledge (TRACK), which aims to describe the knowledge required for teaching in thedigital age and emphasizes the links between technology, content knowledge, andpedagogical knowledge.

1.1.1 The Development of Educational Informatization

In the digital age, the application of information technology has a great effect on everyaspect of our life, including education. Technology integration in K-12 classrooms hasbrought unprecedented potential to support teaching and learning (Cheng & Xie, 2018).Integrating technology into teaching and learning has transformed pedagogy, changedpeople’s expectations about teaching and learning, and opened up new teaching strategies,enriched teaching materials and increased student motivation (Teo & Huang, 2019).

Educational informatization becomes the trend in educational development and reformin various countries, in order to improve teaching and learning. For example, the UnitedStates Federal Department of Education announced: “National Education TechnologyProgram” (2016), which stressed the role of technology in education. Japan formulated the“Education Informatization Acceleration Program” in 2016, which redefined theinformation application capabilities that citizens need (Fang, 2018). In China, the Ministry ofEducation (MoE) drafted and promulgated the “Ten Years of Education InformatizationDevelopment Plan (2011-2020)”, which pointed out that it is necessary to explore thecomprehensive and deep integration of modern information technology and education. Also,“Education Informatization 2.0” (MoE, 2018) proposed the core concept of insisting on thedeep integration of information technology into education. In sum, the practice of integratinginformation technology into education aims to improve teaching quality.

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1.2 Research Gaps

Previous studies on TPACK mainly focus on introduction and interpretation of TPACK,such as teachers’ TPACK status (Abbitt, 2014; Hsu, 2016), development strategies (Agyei &Voogt, 2012; Koh, 2011), and evaluation (Bas & Senturk, 2018; ?z, 2015), so on and soforth. Among these, most researches concentrate on pre-service teachers’ TPACK, leavingrelevant empirical research among in-service teachers far from enough. In addition, previousstudies were mostly found among mathematics and science teachers, very few investigateEnglish teachers’ TPACK. Furthermore, there is a severe lack of comparative research onteachers’TPACK in different regions.

In China, urban-rural social structure leads to the huge gap between urban and ruralresidents in all aspects, especially in basic education. Due to the differences in the educationenvironment and investment, TPACK may vary to a certain degree among teachers in diverseregions, such as urban and 论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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