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A Study On The Influence Of Achievement Motivation On The Junior Middle School Chinese Teachers' Technological Pedagogical Knowledge Structure

Posted on:2017-11-27Degree:MasterType:Thesis
Country:ChinaCandidate:Y HuFull Text:PDF
GTID:2347330485958338Subject:The modern education technology
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The development of teachers'Technological Pedagogical Content Knowledge (TPACK) is crucial to the effective use of technology in teaching, motivation is an important factor affecting the development of teachers'TPACK. In order to analyze the specific influence of motivation on teachers'TPACK structure, this study based on the achievement goal theory, the most directly used to explain individual behavior in educational situation, and guide the educational practice, to carry out a survey research, specific analysis three questions as follow: (1) the achievement motivation of junior middle school Chinese teachers. (2) the TPACK level of junior middle school Chinese teachers. (3) the influence of achievement motivation on junior middle school Chinese teachers'TPACK structure.There are 112 junior middle school Chinese teachers to participate in the survey study. This study measure 112 junior middle school Chinese teachers'achievement motivation and the TPACK level through the scale, using SPSS software to test the scale's reliability and validity, respectively analyzing the junior middle school Chinese teachers'achievement motivation and the TPACK level, and analyzing the specific influence of achievement motivation on junior middle school Chinese teachers'TPACK structure through regression analysis, with the four goals of achievement motivation (mastery approach goal, performance approach goal, mastery avoidance goal, performance avoidance goal) as predictor variables and respectively using seven parts of TPACK structure as criterion variables.The research results showed that:(1) all parts of the junior middle school Chinese teachers'TPACK in good level, and there is no significant difference for all parts of the junior middle school Chinese teachers'TPACK on gender, educational background and age. (2) the mean of junior middle school Chinese teachers'mastery approach goal higher than performance approach goal, mastery avoidance goal and performance avoidance goal, and performance avoidance goal has the lowest mean. (3) the influence of achievement motivation on junior middle school Chinese teachers' Pedagogical Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge is bigger. There into, mastery approach goal has theBiggest influence on each part of junior middle school Chinese teachers' TPACK structure, and performance avoidance goal and mastery avoidance goal has the lower influence on each part of junior middle school Chinese teachers' TPACK structure.
Keywords/Search Tags:Technological Pedagogical Content Knowledge (TPACK), Achievement Motivation, Mastery Approach Goal, Performance Approach Goal, Mastery Avoidance Goal, Performance Avoidance Goal
PDF Full Text Request
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