师范类英语专业研究生整合技术学科教学知识调查研究.pdf

都相当高； (2)师范类英语专业研究生在这三方面较缺乏信心：硬件的使用技术、 英语综合知识、基于计算机和网络的学习活动设计；(3)英语水平对师范类英语专 业研究生TPACK的发展起重要作用； (4)生源地对师范类英语专业研究生的 TPACK的发展起重要作用； (5)年级和专业对其TPACK发展并无显著影响。 由于条件、能力等方面的限制，本文主要针对广西师范大学的师范类英语专业 研究生的TPACK现状进行一个初步探究，发现了一些问题，并根据这些调查结果， 本文就如何提高师范类英语专业研究生的TPACK知识能力提出了几点建议：政府 应继续重视平衡城乡基础教育资源：高校应=j r设TPACK相关课程；大学教师须紧跟 时代以把握TPACK等新兴教育理念；师范类英语专业研究生须大力发展英语学科 知识、教学法知识、技术知识这三个基础知识。 关键词：整合技术的学科教学知识；整合技术的学科教学知识量表；职前英语教师 A Survey on Technological Pedagogical and Content Knowledge of Normal Postgraduates of English Maj ors Postgraduate：Wu Caiyan Grade：20 1 3 Supervisor：Shen Bin Major：Subject Teaching of English Orientation：English Teaching Methodology Abstract In 2005．on the basis of the Shuhnan’S theory of pedagogical content knowledge (PCK)，American scholars Punya Mishra and Mattew J．Koehler at Michigan State University put fbrward the concept ofTechnological Pedagogical and Content Knowledge nt，s abbreviated as‘；TPCK’，now renamed as“TPACK’)for the first time．Since then， attentions and researches of TPACK at home and abroad have formed an upsurge·As the use of inf．onnation technology becomes more and more widely in the English classroom teaching．English—major normal postgraduates should possess rich technological pedagogical and content knowledge if they want to achieve teaching effectiveness in their future field of English teacher education．HoweveL at present，there are rare researcnes related to the combination of TPACK and English in China． TPACK 6．锄ework expounds the knowledge that teacher should obtain to achieve teaching effectiveness by using technologies．It consists seven elements of content knowledge．pedagogical knowledge，technological knowledge as well as those tour elements overlapped by the three aforementioned elements?technological content knowledge，technological pedagogical knowledge，pedagogical content knowledge and teclanological pedago百cal content knowledge．By studying Mishra and Koehler’s TPACK structure，the research formed a specialized，reliable and effective TPAC