大學(xué)英語教師TPACK與學(xué)生英語學(xué)習(xí)投入的關(guān)系研究
發(fā)布時間：2024-12-18 03:21
在信息技術(shù)與大學(xué)英語教學(xué)融合程度不斷深入的背景下,基于微課、慕課、翻轉(zhuǎn)課堂的混合式教學(xué)模式逐漸普及,這對大學(xué)英語教師整合信息技術(shù)與教學(xué)的能力(TPACK)提出了更高要求,被認(rèn)為是影響大學(xué)英語教學(xué)效果的重要因素之一。眾多研究表明,學(xué)生學(xué)習(xí)投入是評價課程質(zhì)量、決定學(xué)生學(xué)習(xí)效果的核心要素之一。除學(xué)生個體相關(guān)因素外,學(xué)生學(xué)習(xí)投入還受教師教學(xué)設(shè)計與教學(xué)行為等諸多因素的影響,后二者與教師整合信息技術(shù)的學(xué)科教學(xué)知識密切相關(guān)。在回顧相關(guān)文獻(xiàn)的基礎(chǔ)上,本研究發(fā)現(xiàn):基于學(xué)習(xí)者視角分析教師知識水平、及其對學(xué)生學(xué)習(xí)投入程度影響的研究極度匱乏。鑒于此,本研究基于學(xué)習(xí)者視角,探究大學(xué)英語教師整合技術(shù)的學(xué)科教學(xué)知識與學(xué)生英語學(xué)習(xí)投入的關(guān)系。本研究采用定量和定性相結(jié)合的研究設(shè)計,通過問卷調(diào)查和深度訪談對我國大學(xué)英語教師的TPACK水平、大學(xué)生英語學(xué)習(xí)投入程度以及二者之間的關(guān)系進(jìn)行探究。共309名非英語專業(yè)大一、大二學(xué)生參與問卷調(diào)查,4名學(xué)生參與半結(jié)構(gòu)訪談。本研究對所收集的數(shù)據(jù)進(jìn)行定量與定性分析,并發(fā)現(xiàn):(1)從學(xué)習(xí)者視角看,盡管大學(xué)英語教師的TPACK整體水平較為理想,尤其是內(nèi)容知識(CK)、教學(xué)法知識(PK)和學(xué)科教...
【文章頁數(shù)】：74 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
1.3.1 Theoretical Significance
1.3.2 Pedagogical Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Studies on TPACK Abroad
2.1.1 Conceptualization of TPACK
2.1.2 Measurement of TPACK
2.1.3 Facilitation of Teachers’TPACK
2.2 Studies on TPACK at Home
2.2.1 Pre-service Teachers’TPACK and Its Development
2.2.2 In-service Teachers’TPACK and Its Disciplinary Application
2.2.3 English Teachers’TPACK
2.3 Studies on Learning Engagement Abroad
2.3.1 Conceptualizations of Learning Engagement
2.3.2 Studies on Learning Engagement Measurement and the Influence Factors
2.4 Studies on Learning Engagement at Home
2.4.1 Learning Engagement Studies in General Education
2.4.2 Learning Engagement Studies in EFL Learning
2.5 Comments on Existing Research on TPACK and Learning Engagement
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Semi-structured Interview
3.3.3 Reliability and Validity Test
3.4 Data Analysis
Chapter Four Results
4.1 General Status of College Students’English Learning Engagement
4.2 Influence Factors for Learning Engagement
4.2.1 Grade and Learning Engagement
4.2.2 Discipline and Learning Engagement
4.2.3 Gender and Learning Engagement
4.2.4 School Level and Learning Engagement
4.3 The General Status of College English Teachers’TPACK
4.3.1 TK
4.3.2 CK
4.3.3 PK
4.3.4 TCK
4.3.5 PCK
4.3.6 TPK
4.3.7 TPCK
4.3.8 Comparison of Inner Components of TPACK
4.4 Correlation Between Learning Engagement and Teachers’TPACK
4.4.1 Correlation Between Emotional Engagement and TPACK
4.4.2 Correlation Between Behavioral Engagement and TPACK
4.4.3 Correlation Between Cognitive Engagement and TPACK
4.4.4 Correlation Between Inner Components of Learning Engagement
4.4.5 Correlation Between Inner Components of TPACK
4.5 Multiple Liner Regression Analysis Between Learning Engagement and TPACK
4.5.1 Multiple Liner Regression Analysis Between Emotional Engagement andTPACK Components
4.5.2 Multiple Liner Regression Analysis Between Behavioral Engagement andTPACK Components
4.5.3 Multiple Liner Regression Analysis Between Cognitive Engagement andTPACK Components
4.6 Qualitative Research
4.6.1 The Necessity of Integrating Information Technology into College EnglishTeaching
4.6.2 College English Teachers’Degree of Using Technology
4.6.3 Factors Influencing Students’Learning Engagement
Chapter Five Discussion
5.1 The High Level of College English Teachers’TPACK
5.2 The Higher Learning Engagement of Freshmen
5.3 Significant Difference in Emotional and Cognitive Engagement Between Male andFemaleStudents
5.4 The Influence of PK and TK on Students’Learning Engagement
5.5 Correlation Between Teacher’s TPACK and Students’Learning Engagement
Chapter Six Conclusion and Implications
6.1 Summary of Major Findings
6.2 Pedagogical Implications
6.2.1.Measures to Improve Students’Learning Engagement
6.2.2 Facilitation of College English Teachers’TPACK
6.3 Limitations and Suggestions for Future Study
Bibliography
Appendix 1
Appendix 2
Acknowledgement
附錄1 攻讀碩士學(xué)位期間發(fā)表的論文
附錄2 攻讀碩士學(xué)位期間參加的科研項(xiàng)目
本文編號：4016973
【文章頁數(shù)】：74 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Significance
1.3.1 Theoretical Significance
1.3.2 Pedagogical Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Studies on TPACK Abroad
2.1.1 Conceptualization of TPACK
2.1.2 Measurement of TPACK
2.1.3 Facilitation of Teachers’TPACK
2.2 Studies on TPACK at Home
2.2.1 Pre-service Teachers’TPACK and Its Development
2.2.2 In-service Teachers’TPACK and Its Disciplinary Application
2.2.3 English Teachers’TPACK
2.3 Studies on Learning Engagement Abroad
2.3.1 Conceptualizations of Learning Engagement
2.3.2 Studies on Learning Engagement Measurement and the Influence Factors
2.4 Studies on Learning Engagement at Home
2.4.1 Learning Engagement Studies in General Education
2.4.2 Learning Engagement Studies in EFL Learning
2.5 Comments on Existing Research on TPACK and Learning Engagement
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Semi-structured Interview
3.3.3 Reliability and Validity Test
3.4 Data Analysis
Chapter Four Results
4.1 General Status of College Students’English Learning Engagement
4.2 Influence Factors for Learning Engagement
4.2.1 Grade and Learning Engagement
4.2.2 Discipline and Learning Engagement
4.2.3 Gender and Learning Engagement
4.2.4 School Level and Learning Engagement
4.3 The General Status of College English Teachers’TPACK
4.3.1 TK
4.3.2 CK
4.3.3 PK
4.3.4 TCK
4.3.5 PCK
4.3.6 TPK
4.3.7 TPCK
4.3.8 Comparison of Inner Components of TPACK
4.4 Correlation Between Learning Engagement and Teachers’TPACK
4.4.1 Correlation Between Emotional Engagement and TPACK
4.4.2 Correlation Between Behavioral Engagement and TPACK
4.4.3 Correlation Between Cognitive Engagement and TPACK
4.4.4 Correlation Between Inner Components of Learning Engagement
4.4.5 Correlation Between Inner Components of TPACK
4.5 Multiple Liner Regression Analysis Between Learning Engagement and TPACK
4.5.1 Multiple Liner Regression Analysis Between Emotional Engagement andTPACK Components
4.5.2 Multiple Liner Regression Analysis Between Behavioral Engagement andTPACK Components
4.5.3 Multiple Liner Regression Analysis Between Cognitive Engagement andTPACK Components
4.6 Qualitative Research
4.6.1 The Necessity of Integrating Information Technology into College EnglishTeaching
4.6.2 College English Teachers’Degree of Using Technology
4.6.3 Factors Influencing Students’Learning Engagement
Chapter Five Discussion
5.1 The High Level of College English Teachers’TPACK
5.2 The Higher Learning Engagement of Freshmen
5.3 Significant Difference in Emotional and Cognitive Engagement Between Male andFemaleStudents
5.4 The Influence of PK and TK on Students’Learning Engagement
5.5 Correlation Between Teacher’s TPACK and Students’Learning Engagement
Chapter Six Conclusion and Implications
6.1 Summary of Major Findings
6.2 Pedagogical Implications
6.2.1.Measures to Improve Students’Learning Engagement
6.2.2 Facilitation of College English Teachers’TPACK
6.3 Limitations and Suggestions for Future Study
Bibliography
Appendix 1
Appendix 2
Acknowledgement
附錄1 攻讀碩士學(xué)位期間發(fā)表的論文
附錄2 攻讀碩士學(xué)位期間參加的科研項(xiàng)目
本文編號：4016973
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