网络教学接受度与教师TPACK水平的相关研究

发布时间：2018-01-18 16:08

本文关键词：网络教学接受度与教师TPACK水平的相关研究　出处：《现代远距离教育》2017年05期 　论文类型：期刊论文

【摘要】：网络教学接受度是教师自愿或有意向使用某一特定技术的心理状态,着重探讨一下在当前互联网时代网络教学接受度对教师TPACK水平的影响和关系。通过采用定量方法对小学到高校各教学阶段的教师群体进行调查,对209份有效问卷进行了数据分析。在修订TPACK模型的同时,建立了两者的结构方程模型,发现网络教学接受度内部维度通过技术相关知识直接或间接影响教师TPACK水平。研究还发现性别、年龄、执教学段、学校所在地均未对教师TPACK、网络教学接受度各维度产生显著性影响,而教龄、网络教学经验是教师TPACK及网络接受度的重要影响因素。最后为提高教师的TPACK水平提出了以下建议:以TPACK理论为指导,促进教师专业发展;鼓励教师积极开展网络教学,在实践中提升TPACK水平;开展多样化培训项目,培养教师应用现代教育技术的能力;构建教师学习共同体,促进"专家"和"新手"共同成长。
[Abstract]:The acceptance of network teaching is the psychological state of teachers' voluntary or intentional use of a particular technology. This paper mainly discusses the influence and relationship between the acceptance of network teaching and teachers' TPACK level in the current Internet era. By using quantitative method, this paper investigates the teachers' groups in each teaching stage from primary school to university. The data of 209 valid questionnaires were analyzed and their structural equation models were established while the TPACK model was revised. It was found that the internal dimension of online teaching acceptance directly or indirectly affected teachers' TPACK level through technology-related knowledge. The study also found that gender, age, teaching period and school location had no TPACK for teachers. Each dimension of the acceptance of network teaching has a significant impact on the length of teaching. Network teaching experience is an important factor of teachers' TPACK and network acceptance. Finally, the following suggestions are put forward to improve teachers' TPACK level: guided by TPACK theory. Promoting the professional development of teachers; To encourage teachers to actively carry out network teaching in order to improve the level of TPACK in practice; Conducting diversified training programmes to develop teachers' ability to apply modern educational technologies; Construct teacher learning community, promote "expert" and "novice" grow together.
【作者单位】：北京大学;
【分类号】：G434
【正文快照】： 在日新月异的网络时代,便捷易用的网络平台为教师们提供了走出校园、向社会上更多的学生传授知识的机会。教师在使用信息技术进行教学的同时,其整合技术、教学法、学科知识的能力水平也得到了一定的提高。但随着教育信息化的不断发展,教师的信息技术能力和课程整合能力有待增

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