大学英语教师核心能力论文提纲

论文题目：大学英语教师TPACK与学生英语学习投入的关系研究

摘要：在信息技术与大学英语教学融合程度不断深入的背景下,基于微课、慕课、翻转课堂的混合式教学模式逐渐普及,这对大学英语教师整合信息技术与教学的能力（TPACK）提出了更高要求,被认为是影响大学英语教学效果的重要因素之一。众多研究表明,学生学习投入是评价课程质量、决定学生学习效果的核心要素之一。除学生个体相关因素外,学生学习投入还受教师教学设计与教学行为等诸多因素的影响,后二者与教师整合信息技术的学科教学知识密切相关。在回顾相关文献的基础上,本研究发现:基于学习者视角分析教师知识水平、及其对学生学习投入程度影响的研究极度匮乏。鉴于此,本研究基于学习者视角,探究大学英语教师整合技术的学科教学知识与学生英语学习投入的关系。本研究采用定量和定性相结合的研究设计,通过问卷调查和深度访谈对我国大学英语教师的TPACK水平、大学生英语学习投入程度以及二者之间的关系进行探究。共309名非英语专业大一、大二学生参与问卷调查,4名学生参与半结构访谈。本研究对所收集的数据进行定量与定性分析,并发现:（1）从学习者视角看,尽管大学英语教师的TPACK整体水平较为理想,尤其是内容知识（CK）、教学法知识（PK）和学科教学知识（PCK）,但技术知识（TK）有待提升;（2）大一学生的英语学习整体投入度显著高于大二学生,文科学生在英语学习中的情感、认知、行为投入程度均显著高于理工科学生;女生在英语学习中的情感投入和认知投入显著高于男生;（3）大学英语教师的TPACK水平与学生英语学习投入显著相关,在其七个维度中,PK和TK水平对学生英语学习投入的影响最大。基于研究结果,本文认为,面对当前“网络原住民”这一大学生群体,大学英语教师仍需进一步提升其TPACK水平,尤其是TK水平,并强化对学生在基于信息技术的学习中的自主支持程度,强化对学生情感投入和认知投入的提升。研究旨在从学习者视角,分析对大学英语教师整合信息技术与教学的能力,及其与学生英语学习投入的关系,以为促进大学英语教师发展和大学英语教学改革提供借鉴和启示。

关键词：大学英语;教师TPACK;学生学习投入

学科专业：外国语言文学

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