英语论文网

留学生硕士论文 英国论文 日语论文 澳洲论文 Turnitin剽窃检测 英语论文发表 留学中国 欧美文学特区 论文寄售中心 论文翻译中心 我要定制

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

商务英语翻译论文广告英语商务英语商务英语教学

无忧论文网

联系方式

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:3615

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.

.........................


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。

共 1/4 页首页上一页1234下一页尾页

英国英国 澳大利亚澳大利亚 美国美国 加拿大加拿大 新西兰新西兰 新加坡新加坡 香港香港 日本日本 韩国韩国 法国法国 德国德国 爱尔兰爱尔兰 瑞士瑞士 荷兰荷兰 俄罗斯俄罗斯 西班牙西班牙 马来西亚马来西亚 南非南非