Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:8090
论文字数:22400论文编号:org201210201645397234语种:英语 English地区:中国价格:$ 66
关键词:TechnologyIntegrationthe Relationship between ContentPedagogy
摘要:The study shows that experienced EFL teachers not only possess rich CK, PK,TK, but also integrate and coordinate them to form TPACK to guide teaching withtechnology; however, the relationships between CK, PK, and TK are not balancedpositioned in teaching. CK, as a foundation, determines the application of PK andTK, while PK, as a bridge, facilitates the conveyance of CK and TK, as an exhibitiontool, enhances the expression of CK. The study suggests that EFL teachers shouldenrich their CK, PK, and TK, but more importantly, they should improve their abilityof to integrateing and coordinateting CK, PK, and TK in teaching with technology.Specifically, they should first take CK into account, then based on it, consider theapplication of PK, and finally think about how to use TK in their teaching.
Chapter 1 Introduction
1.1 Technology in Teaching
As science and technology develop at a fast speed, human society evolves withan irresistible trend. This driving force for the 21stcentury has brought fundamentalchanges to all social sectors. Tools are different, communication is different,information is different, and work is different. All these have contributed to adifferent Educational system. The application of those advanced electronic devicesto teaching and learning is on the rise in those developed countries like US andBritain. As for China, most classrooms are equipped with multi-media tools.Computer-assisted language teaching and learning has also been utilized in mostuniversities. All of these have changed the landscape of EFL teaching. In collegeEFL teaching, teachers can teach cross-cultural communication by having studentssearch for information on the internet; they can efficiently exhibit language pointsthrough the use of PPT or PPS; they can share information with their studentsthrough the use of blog, personal page, email, etc; they can check students’self-study through the use of on-line learning system. Besides, various othertechnologies, like on-line discussion boards and chat rooms, have been applied tosupport communication and information sharing between teachers and students.Technology changes the ways that information can be obtained, manipulated,and displayed. It alters the nature of interactions between students and their teachers.Technology will gradually transform the nature of instruction, and consequently thenature of teacher education. In order to better prepare for it, teachers should have tolearn how to deal with the use of technology in teaching, while teacher educatorsshould learn to better prepare teachers for the effective application of technology toteaching.
1.2 Teacher Knowledge
Teacher knowledge has long been considered critical to effective teaching, andit always receives attention as policy makers and researchers attempt to improvestudents’ achievement and learning (Cannon, 2008). Research on teacher knowledgehave had various foci. Ball (1990a) identified three phases of research on teaching,in which teacher knowledge was the first (from the 1960s to 1970s) and the thirdphase (from the 1980s). The first phase focused on the identification of thecharacteristics of good teachers (Ball, 1990a). The second phase of research onteaching, by examining what teachers did, concentrated on general pedagogicalstrategies, such as the utilization of praise. Similar to the first phase, the focus of thethird phase was related to teachers’ thoughts and decisions.Existing research (Anthony & Walshaw, 2007) have proved that effectiveteaching is dependent on teacher knowledge. In addition, many studies (Ball, 1990b;Even, 1993) have suggested that a lack of teacher knowledge in preservice andinservice teachers causes ineffective teaching. However, what’s teacher knowledge?What kind of knowledge should a teacher possess in order to realize effectiveteaching? The knowledge required for teachers has varied greatly throughout history(Cox, 2008). By the mid-1980s, the pedagogy knowledge had been the focus ofteacher knowledge, leaving content knowledge ancillary to it (Shulman, 1986).Shulman (1986) believed that teacher knowledge should be the effective integrationof content and pedagogy knowledge, for good teaching required a complexin本论文由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。