教师信息技术使用对学生数学学业成绩的影响——基于三个学区初中教师的跟踪研究
发布时间：2018-07-31 05:24
【摘要】：选取全国有代表性的三个学区的55名初中数学教师和近2 000名学生开展为期两年的跟踪调查,以学生2012年成绩为因变量,教师M-TPACK水平、信息技术使用情况、学生2011年学业成绩及学生课外补习时间为自变量,建立分层线性模型研究教师信息技术使用对学生学业成绩的影响。研究结果显示:信息技术环境下数学教师教学知识(TPACK)对学生学业成绩有显著的促进作用,且对几何成绩的影响大于代数;而在课堂教学中使用信息技术过于频繁反而会阻碍学生代数能力的发展。教师信息技术与教学方法整合的能力能够帮助学生在代数成绩上获得较大提升,教师信息技术与数学内容的整合能力以及课堂教学中信息技术的充分使用则有利于学生几何成绩的提高。
[Abstract]:In this paper, 55 junior middle school mathematics teachers and nearly 2,000 students from three representative school districts in China were selected to carry out a two-year follow-up survey. The results in 2012 were taken as dependent variables, M-TPACK level of teachers, and information technology usage. Students' academic achievement in 2011 and extracurricular tutoring time were independent variables. A hierarchical linear model was established to study the effect of teachers' information technology use on students' academic achievement. The results show that (TPACK) plays a significant role in promoting students' academic achievement in the environment of information technology, and the effect on geometric achievement is greater than that on algebra. The frequent use of information technology in classroom teaching will hinder the development of students' algebraic ability. Teachers' ability to integrate information technology with teaching methods can help students improve their algebra scores. Teachers' ability of integrating information technology with mathematics content and the full use of information technology in classroom teaching are beneficial to the improvement of students' geometric achievement.
【作者单位】： 北京师范大学数学科学学院;中国人民大学附属中学;
【基金】：国家自然科学基金项目“用于多级评分认知诊断的统计模型研究”(项目编号:11171029)的研究成果
【分类号】：G633.6;G434
[Abstract]:In this paper, 55 junior middle school mathematics teachers and nearly 2,000 students from three representative school districts in China were selected to carry out a two-year follow-up survey. The results in 2012 were taken as dependent variables, M-TPACK level of teachers, and information technology usage. Students' academic achievement in 2011 and extracurricular tutoring time were independent variables. A hierarchical linear model was established to study the effect of teachers' information technology use on students' academic achievement. The results show that (TPACK) plays a significant role in promoting students' academic achievement in the environment of information technology, and the effect on geometric achievement is greater than that on algebra. The frequent use of information technology in classroom teaching will hinder the development of students' algebraic ability. Teachers' ability to integrate information technology with teaching methods can help students improve their algebra scores. Teachers' ability of integrating information technology with mathematics content and the full use of information technology in classroom teaching are beneficial to the improvement of students' geometric achievement.
【作者单位】： 北京师范大学数学科学学院;中国人民大学附属中学;
【基金】：国家自然科学基金项目“用于多级评分认知诊断的统计模型研究”(项目编号:11171029)的研究成果
【分类号】：G633.6;G434
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