基于TPACK医护教师信息化教学能力培养的研究
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摘要
目的设计TPACK框架下的高职医学院校医护类教师信息化教学能力培养方案,有效运用信息技术与教学法、教学内容有效整合,提高教师信息化教学能力。方法 2017年6月—2018年6月,采用整群抽样法选取我校专任医护教师112名,随机分为观察组(56人)和对照组(56人)。根据TPACK三大核心要素设计培训内容和培养方案,培训内容包括医护学科常用教学法、信息化教学设计、信息技术知识;培训方案包括课堂学习、专题报告、汇报讲座。观察组严格参加统一规范培训,对照组未做具体要求,可自愿学习。发放《高校教师信息化教学能力调查问卷》对两组培训前后的信息化教学能力进行调查,并对观察组培训后进行培训方案满意度调查。结果培训后观察组教师信息化教学能力总分和各维度得分分别为(168.56±7.40)分、(36.33±2.96)分、(36.00±2.60)分、(43.22±2.33)分、(29.67±5.34)分,比对照组总分和各维度得分(154.22±5.40)分、(33.67±1.80)分、(33.00±3.16)分、(38.33±4.69)分、(24.78±2.91)分明显提高,差异均具有统计学意义(P <0.05);观察组对培训方案各项目满意度分别为57.14%、46.43%、75.00%、82.14%、28.57%、67.86%、50.00%。结论基于TPACK的信息化教学能力培养方案能够提高教师信息化教学能力并被大部分教师认可。
Objective To design the training program of medical and nursing teachers' informationization teaching ability under TPACK framework,effectively integrate information technology with teaching methods and teaching contents, and improve teachers' informationization teaching ability.Methods From June 2017 to June 2018, 112 full-time medical and nursing teachers were selected by cluster sampling method and randomly divided into observation group(56 teachers) and control group(56 teachers).According to the three core elements of TPACK, the training content and training program are designed. The training contents include common teaching methods, information-based teaching design and information technology knowledge in medical and nursing disciplines, and the training programs include classroom learning, special reports and lectures. The observation group strictly participated in the unified and standardized training. The control group did not make specific requirements and could study voluntarily. Questionnaire on information-based teaching ability ofuniversity teachers was issued to investigate the information-based teaching ability of the two groups before and after training, and to investigate the satisfaction of the training program of the observation group after training. Results After training, the total score and each dimension score of teachers' informatization teaching ability in the observation group were(168.56±7.40) points,(36.33±2.96) points,(36.00±2.60) points,(43.22±2.33) points and(29.67±5.34) points respectively. Compared with the control group, the total score and dimension score(154.22±5.40) points,(33.67±1.80) points,(33.00±3.16) points,(38.33±4.69) points and(24.78±2.91) points were significantly improved, with significant differences(P < 0.05). The satisfaction rate of the observation group was 57.14%, 46.43%, 75.00%, 82.14%, 28.57%, 67.86% and 50.00% respectively. Conclusion TPACK based information teaching ability training program can improve teachers' information teaching ability, And be recognized by the teachers.
Objective To design the training program of medical and nursing teachers' informationization teaching ability under TPACK framework,effectively integrate information technology with teaching methods and teaching contents, and improve teachers' informationization teaching ability.Methods From June 2017 to June 2018, 112 full-time medical and nursing teachers were selected by cluster sampling method and randomly divided into observation group(56 teachers) and control group(56 teachers).According to the three core elements of TPACK, the training content and training program are designed. The training contents include common teaching methods, information-based teaching design and information technology knowledge in medical and nursing disciplines, and the training programs include classroom learning, special reports and lectures. The observation group strictly participated in the unified and standardized training. The control group did not make specific requirements and could study voluntarily. Questionnaire on information-based teaching ability ofuniversity teachers was issued to investigate the information-based teaching ability of the two groups before and after training, and to investigate the satisfaction of the training program of the observation group after training. Results After training, the total score and each dimension score of teachers' informatization teaching ability in the observation group were(168.56±7.40) points,(36.33±2.96) points,(36.00±2.60) points,(43.22±2.33) points and(29.67±5.34) points respectively. Compared with the control group, the total score and dimension score(154.22±5.40) points,(33.67±1.80) points,(33.00±3.16) points,(38.33±4.69) points and(24.78±2.91) points were significantly improved, with significant differences(P < 0.05). The satisfaction rate of the observation group was 57.14%, 46.43%, 75.00%, 82.14%, 28.57%, 67.86% and 50.00% respectively. Conclusion TPACK based information teaching ability training program can improve teachers' information teaching ability, And be recognized by the teachers.
引文
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[2]Yalman M,Basaran B,Gonen S. Information and Communication TechnologySkillsofStudentsUsingtheDistantEducation Management System to Complete Their Theology Undergraduate Education[J]. Journal of Education And Training Studies,2016,4(10):95-104.
[3]Koehler MJ,Mishra Punya. What Is Technological Pedagogical Content Knowledge[J]. Contemporary Issues in Technology and Teacher Education(CITE Journal),2009,9(1):60-70.
[4]魏轶娜.基于TPACK框架的师范生信息化教学能力调查[J].中国教育信息化,2017(10):73-77.
[5]李国奇.基于TPACK模型职前教师信息化教学能力提升策略研究[J].湖北第二师范学院学报,2017,34(8):106-109.
[6]王芳. TPACK框架下师范生信息化教学能力培养研究[J].宿州教育学院学报,2017,20(6):142-143.
[7]邢宏伟.面向智慧教育的高校青年教师信息化教学能力调查研究[D].大连:辽宁师范大学,2017:50-52.
[8]董艳,桑国元,蔡敬新.师范生TPACK知识的实证研究[J].教师教育研究,2014,26(3):36-43.
[9]司瑞瑞. TPACK视域下高校英语教师信息化教学能力培养模式设计[J].宁波教育学院学报,2017,19(6):33-37.
[10]缪巧玲.基于TPACK的职业院校教师信息化教学能力调查与培养研究[D].重庆:重庆师范大学,2017:57-64.
[11]李玉斌,邢宏伟,姚巧红,等.高校青年教师信息化教学设计能力调查研究[J].中国教育信息化,2017(18):72-76.
[12]徐紫冷.信息化背景下高校教师教学能力提升策略研究[D].武汉:华中农业大学,2017:41-44.
[13]黄睿航. TPACK框架下教师信息化教学能力模型[J].高教学刊,2016(14):202-203.
[14]王琦.外语教师TPACK结构及其技术整合自我效能研究[J].外语电化教学,2014(4):14-20.