信息技术环境下数学教师教学知识调查研究与影响因素分析

发布时间：2018-03-13 08:55

本文选题：M-TPACK　切入点：信息技术　出处：《教育科学研究》2015年03期 　论文类型：期刊论文

【摘要】：Mishra和Koehler于2006年提出TPACK(技术环境下的学科教学知识)理论框架。在现有研究基础上,将T由技术明确为信息技术,扩充TPACK量表中数学学科内容,形成30道题的M-TPACK量表。调查测试了我国5个城市的151名中学在职数学教师,通过统计分析优化量表设计,结果发现,男教师的信息技术知识较好,年长教师的教法知识较好,但信息技术、数学内容和教法知识的整合知识得分均未在性别或教龄上表现出显著差异;在信息技术使用方面,具有不同信息技术认证水平或对信息技术持不同评价的教师,M-TPACK水平无显著差异,而教师态度和使用频率的交互效应在M-TPACK上有显著作用,简单效应分析结果显示,提高使用频率只会对那些对信息技术持肯定态度的教师产生积极影响。
[Abstract]:In 2006, Mishra and Koehler put forward the theoretical framework of TPACK (subject Teaching knowledge in Technical Environment). On the basis of existing research, T was defined as information technology to expand the mathematics subject content in TPACK scale. The M-TPACK scale of 30 questions was formed. 151 in-service mathematics teachers in five cities in China were investigated and tested. The results showed that male teachers had better knowledge of information technology and older teachers had better knowledge of teaching methods through statistical analysis and optimization of the design of the scale. However, the scores of integration knowledge of information technology, mathematics content and teaching method were not significantly different in terms of gender or teaching age; in the use of information technology, there was no significant difference in the use of information technology. There was no significant difference in the level of M-TPACK among teachers with different levels of IT certification or different evaluation of IT, but the interaction effect of teacher attitude and frequency of use played a significant role in M-TPACK. The results of simple effect analysis showed that, Increased use will only have a positive impact on teachers who are positive about information technology.
【作者单位】：北京师范大学数学科学学院;
【分类号】：G633.6;G434

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