基于TPACK理论—滞后序列分析的中职教师课堂教学行为研究
A Study on Classroom Teaching Behaviors of Secondary Vocational School Teachers Based on TPACK Theory and Lag Sequence Analysis
王倩 1孙建波 2钱志晟 1李柏颖1
作者信息
- 1. 江苏理工学院炎培学院,江苏常州 213001
- 2. 江苏理工学院炎培学院,江苏常州 213001;南京航空航天大学经济与管理学院,江苏南京 210016
- 折叠
摘要
通过研究常州某中职校交通运输类X教师和加工制造类W教师的课堂教学行为,旨在揭示中职教师的课堂教学行为、教师TPACK能力的现状,并提出优化策略.研究采用滞后序列分析和TPACK理论框架,通过视频分析软件和GSEQ程序对教师课堂行为进行编码和分析.发现W教师和X教师的课堂均以教师主导,学生参与度有待提高,两位教师在TPACK能力的应用上存在不足.建议提高学生主动性,提升课堂互动质量,优化课堂控制行为,并深化教师的TPACK能力.未来应采取多元策略,拓展研究范畴,持续跟踪教学行为对学生学习成果的影响,并加强教师培训与专业发展.
Abstract
By investigating the classroom teaching behaviors of transportation(Teacher X)and processing manufacturing(Teacher W)classes at a secondary vocational school in Changzhou,this study aims to reveal the current situation of secondary vocational teachers'classroom teaching behaviors and their TPACK competence,and propose optimization strategies.Using lag sequential analysis and the TPACK theoretical framework,this study encodes and analyzes teacher classroom behavior through video analysis software and the GSEQ program.It is found that both Teacher W's and Teacher X's classrooms are teacher-dominated,and there is room for improvement in student engagement.Both teachers have deficiencies in applying TPACK skills.Recommendations include enhancing student initiative,improving the quality of classroom interaction,optimizing classroom control behaviors,and deepening teachers'TPACK abilities.In the future,diversified strategies should be adopted,the research scope should be expanded,the impact of teaching behavior on students'learning outcomes should be continuously tracked,and more attention should be paid to teacher training and professional development.
关键词
TPACK理论/滞后序列分析/课堂教学行为/中职教师/教师教学能力/学生参与度Key words
TPACK theory/lag sequential analysis/classroom teaching behavior/secondary vocational school teachers/teacher teaching ability/student engagement引用本文复制引用
基金项目
江苏省教育科学规划课题高职中职重点项目(B/2023/02/94)
江苏理工学院教学改革与研究项目(Ⅱ类)(11620412411)
出版年
2024
NETL
NSTL
万方数据