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职前英语教师的TPCK认知现状调查研究--以浙江省某高校为例

ACKNOWLEDGEMENTS第3-4页
ABSTRACT第4-5页
摘要第6-9页
Chapter One:Introduction第9-14页
    1.1 Background of the study第9-12页
    1.2 Significance of the study第12页
    1.3 Objectives of the study第12-13页
    1.4 Organization of the thesis第13-14页
Chapter Two:Literature Review第14-30页
    2.1 Teachers' knowledge第14-16页
    2.2 Pedagogical content knowledge第16-19页
    2.3 Technological pedagogical content knowledge第19-23页
        2.3.1 Origin of TPCK第19-21页
        2.3.2 Definitions and components of TPCK第21-23页
    2.4 Related research of TPCK aboard第23-26页
    2.5 Related research of TPCK at home第26-30页
Chapter Three:Theoretical Framework第30-35页
    3.1 Constructivism theory第30-32页
    3.2 TPCK framework theory第32-33页
    3.3 Consructivism and TPCK cognition第33-35页
Chapter Four:Methodology第35-40页
    4.1 Research questions第35页
    4.2 Participants第35-36页
    4.3 Research methods第36-37页
    4.4 Instruments第37-38页
    4.5 Data collection and analysis第38-40页
Chapter Five:Results and Discussions第40-57页
    5.1 TPCK cognition第40-45页
        5.1.1 Preservice English teachers' TPCK cognition第40-44页
        5.1.2 The level of preservice English teachers' TPCK cognition第44-45页
    5.2 Factors contributing to the current situation of preservice English teachers' TPCK cognition第45-52页
        5.2.1 The related TPCK curricula for preservice English teachers第46-48页
        5.2.2 Teaching practice of preservice English teachers第48-50页
        5.2.3 Assessment for preservice English teachers' TPCK第50-52页
    5.3 Strategies for improving preservice English teachers' TPCK cognition level第52-57页
        5.3.1 Learning more TPCK knowledge第52-54页
        5.3.2 Taking part in more English teaching practice第54-55页
        5.3.3 Making comprehensive assessment for TPCK第55-57页
Chapter Six:Conclusion第57-62页
    6.1 Major findings of the study第57-59页
    6.2 Implications of the study第59-60页
    6.3 Limitations of the study第60-62页
REFERENCES第62-67页
Appendix Ⅰ第67-72页
Appendix Ⅱ第72-74页
攻读学位期间发表的学术论文第74-76页

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