师范生TPACK知识的实证研究

发布时间：2018-05-14 15:56

本文选题：师范生(职前教师) + 技术—教学法—内容知识　；参考：《教师教育研究》2014年03期

【摘要】：师范生受国家公费政策支持,要从事中小学教育教学岗位的工作。当前信息技术发展使他们面临把信息技术整合到未来教学中的挑战。TPACK知识理论框架在对职前教师专业发展的研究方面取得了较好成果。本研究利用新加坡Chai,Koh,Tsai,Tan(2011)开发的TPACK量表,对我国463位大学免费师范生进行了调查。结果发现,与其他研究中职前教师的水平相比,我国免费师范生TPACK知识处于较低水平。师范生TPACK知识水平受到年级和年龄影响,但在性别方面未表现出显著差异。回归分析结果发现,二维整合知识(TCK和TPK)和单一维度知识(CK,TK和PK)均对TPACK水平存在显著贡献。教师教育机构对师范生提供ICT课程时,应考虑到如何通过加强这些基础性知识的学习来促进教师信息技术与课程整合的信心。
[Abstract]:Teachers are supported by the state's public fee policy and are engaged in primary and secondary education and teaching posts. The current development of information technology makes them face the challenge of integrating information technology into the future teaching. The framework of.TPACK knowledge theory has achieved good results in the study of professional development of pre service teachers. This study uses Singapore's Chai, Koh, and Tsai, The TPACK scale developed by Tan (2011) is a survey of 463 college students free of charge in China. The results show that, compared with the level of other pre vocational teachers, the TPACK knowledge of free normal students in our country is at a lower level. The TPACK knowledge level of normal students is influenced by grade and age, but there is no significant difference in sex. The results show that both TCK and TPK and single dimension knowledge (CK, TK and PK) have significant contribution to the TPACK level. When teacher education institutions provide ICT courses for normal students, we should consider how to promote the confidence of teachers' information technology and curriculum integration by strengthening these basic knowledge.

【作者单位】：北京师范大学教育技术学院;教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心;南洋理工大学国立教育学院;
【基金】：全国教育科学规划“十一五”项目(ECA080289)成果之一
【分类号】：G655.5

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