师范生整合技术的学科教学知识(TPACK)发展的影响因素——基于微课开发活动的分析
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摘要
"整合技术的学科教学知识(TPACK)"是当前教育技术和教师教育领域的一个重要研究方向,而教师TPACK发展的影响因素则是其核心议题之一。研究以师范生的微课开发活动案例为基础,采用个人访谈、参与式观察、问卷调查等形式收集资料,并运用内容分析等方法对影响师范生TPACK发展的因素进行分析。研究结果表明:参与者当前的技术水平、微课开发的主观意愿、教育教学知识背景等内部因素,是阻碍他们TPACK发展的决定性因素;相关资源的可用性等外部因素也在一定程度上影响参与者的技术整合决策,是阻碍他们TPACK发展的次要因素。
TPACK is an important research direction now in the field of educational technology and teacher education,and the influencing factors of the development of teachers' TPACK are one of its core issues. Based on the case study of micro-course development project of normal college students,this paper collects and analyzes the internal and external factors in the form of personal interviews,participatory observation and questionnaire survey,and uses the method of content analysis to analyze the factors affecting the development of TPACK of normal college students. The results show that the internal factors,such as the participants' current technical level,the subjective will of micro-course development and the background of educational and teaching knowledge,are the decisive factors hindering the development of TPACK. The secondary hindering factors,some external factors,such as the availability of relevant resources also affect the participants' decision on technology integration to a certain extent
TPACK is an important research direction now in the field of educational technology and teacher education,and the influencing factors of the development of teachers' TPACK are one of its core issues. Based on the case study of micro-course development project of normal college students,this paper collects and analyzes the internal and external factors in the form of personal interviews,participatory observation and questionnaire survey,and uses the method of content analysis to analyze the factors affecting the development of TPACK of normal college students. The results show that the internal factors,such as the participants' current technical level,the subjective will of micro-course development and the background of educational and teaching knowledge,are the decisive factors hindering the development of TPACK. The secondary hindering factors,some external factors,such as the availability of relevant resources also affect the participants' decision on technology integration to a certain extent
引文
[1]徐鹏,张海,王以宁. TPACK国外研究现状及启示[J].中国电化教育,2013(9):112-116.
[2]埃文·塞德曼.质性研究中的访谈:教育与社会科学研究者指南[M].周海涛,译.重庆:重庆大学出版社,2012:16-20.
[3]李晓风,佘双好.质性研究方法[M].武汉:武汉大学出版社,2006:133.
[4]Matthew B Miles.质性资料分析:方法与实践[M].张芬芬,译.重庆:重庆大学出版社,2015:80.
[5]Mishra,Koehler. Technological Pedagogical Content Knowledge:A Framework for Teacher Knowledge[J]. Teachers College Record,2006(6):1017-1054.
[6]Cavin R.Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study[D].The Florida State University,2008.
[7]教育部.中小学教师教育技术能力标准(试行)[Z].教育部,2004.
[8]罗伯特·K.殷.案例研究:设计与方法[M].周海涛,译.重庆:重庆大学出版社,2014:163.
[9]斯丹纳·苛费尔,斯文·布林克曼.质性研究访谈[M].范丽恒,译.北京:世界图书出版公司,2013:1,217.
[10]Davis F D. Perceived Usefulness,Perceived Ease of Use,and User Acceptance of Information Technology[J]. M IS Quarterly,1989(13):319-340.
[11]V Venkatesh,Fred D Davis. A Theoretical Extension of the Technology Acceptance Model:Four Longitudinal Field Studies[J].Management Science,2000(2):186-204.
[12]赵磊磊.农村校长信息化教学领导力的影响因素及提升路径——基于技术接受视角的实证研究[J].湖南师范大学教育科学学报,2018(4):25-32.
(1)技术素养自评分的取值范围为1~10。
(2)技术工具中,“CS”指一款名为Camtasia Studio的专业录屏软件,NB指一款名为No Book的物理虚拟实验室软件。
[2]埃文·塞德曼.质性研究中的访谈:教育与社会科学研究者指南[M].周海涛,译.重庆:重庆大学出版社,2012:16-20.
[3]李晓风,佘双好.质性研究方法[M].武汉:武汉大学出版社,2006:133.
[4]Matthew B Miles.质性资料分析:方法与实践[M].张芬芬,译.重庆:重庆大学出版社,2015:80.
[5]Mishra,Koehler. Technological Pedagogical Content Knowledge:A Framework for Teacher Knowledge[J]. Teachers College Record,2006(6):1017-1054.
[6]Cavin R.Developing Technological Pedagogical Content Knowledge in Preservice Teachers Through Microteaching Lesson Study[D].The Florida State University,2008.
[7]教育部.中小学教师教育技术能力标准(试行)[Z].教育部,2004.
[8]罗伯特·K.殷.案例研究:设计与方法[M].周海涛,译.重庆:重庆大学出版社,2014:163.
[9]斯丹纳·苛费尔,斯文·布林克曼.质性研究访谈[M].范丽恒,译.北京:世界图书出版公司,2013:1,217.
[10]Davis F D. Perceived Usefulness,Perceived Ease of Use,and User Acceptance of Information Technology[J]. M IS Quarterly,1989(13):319-340.
[11]V Venkatesh,Fred D Davis. A Theoretical Extension of the Technology Acceptance Model:Four Longitudinal Field Studies[J].Management Science,2000(2):186-204.
[12]赵磊磊.农村校长信息化教学领导力的影响因素及提升路径——基于技术接受视角的实证研究[J].湖南师范大学教育科学学报,2018(4):25-32.
(1)技术素养自评分的取值范围为1~10。
(2)技术工具中,“CS”指一款名为Camtasia Studio的专业录屏软件,NB指一款名为No Book的物理虚拟实验室软件。