基于TPACK框架的大学英语教师知识发展研究被引量：3

On the Knowledge Development of College English Teachers Under the Framework of TPACK

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摘要本研究采用混合研究范式结合定性和定量两种研究方法,调查了大学英语教师TPACK(整合技术学科教学法知识)发展现状,并对一名大学英语教师自发进行的一项大学英语翻转教学实践进行了个案分析。作者采集的数据主要来源于调查问卷、访谈、教学材料分析、教学活动观察、人口学统计。数据分析结果发现:大学英语教师TPACK发展不平衡,主要体现为技术知识支撑不足;影响大学英语教师TPACK发展的客观因素呈现为教师的培训经历、教育背景和所在学校的政策,主观因素则表现为教师信念以及教师在交互策略中对学生差异性的认知状况。 This study adopts the paradigm of mixed methods combined with quality and quantitative methodologies to look into the status quoof College English Teachers＇ TPACK development and analyzes a case study carried out by a College English teacheron a flipped-classroom teaching program. The data comes fromthe questionnaire, interview, teaching materials, classroom observation and demography. The results show that College English Teachers＇ TPACK development is currently unbalanced, especially inadequate in technological knowledge. The objective factors to influence College English Teachers＇ TPACK development are teachers＇ training experience, education background and university policy for the College English course and the subjective factors are teacher＇s belief and the awareness of students＇ variety.

作者杭亚静 HANG Yajing(School of Foreign Languages, Zhejiang Ocean University, Zhoushan 316022, China)

机构地区浙江海洋大学外国语学院

出处《浙江海洋学院学报（人文科学版）》 2017年第3期80-85,共6页 Journal of Zhejiang Ocean University(Humane Science)

基金浙江省2015年国内高校访问学者专业发展项目"对话主义视域下的大学英语翻转课堂研究--以文化教学为例"

关键词 TPACK 大学英语教师知识发展 TPACK College English teacher knowledge development

分类号 H319 [语言文字—英语]

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