青南藏区基础教育阶段教师TPACK知识的实证研究
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摘要
TPACK作为一个整合技术的教师专业知识框架,对技术、学科内容、教学法三者进行了相互协调和高度整合。本研究对新加坡学者Chai等人编制的TPACK量表进一步修订,主要以青南藏区250名教师为研究样本,萃取出TK、PK、CK、TPK、TCK、PCK、TPACK和TPCKp八个因子,结果发现,TPCKp、TPK、TK对TPACK知识的发展具有首要贡献,TPACK知识水平受到教龄、执教学段、学历、执教学科的影响,并存在明显的城乡差异。最后,文章提出了研究启示,以期为青南藏区教师TPACK知识发展与教师教育提供参考。
As teachers' professional knowledge framework, which is to integrate technology, TPACK coordinates and integrates technology, subject content, and teaching method. This study has further revised Singaporean scholars' TPACK scale. A survey of 250 teachers in the Tibetan areas of Qingnan, it extracted eight factors. The results prove that TPCKp, TPK and TK has a primary contribution for the development of TPACK knowledge. The knowledge level of TPACK is influenced by teaching time,teaching method,education background and the subjects, and exists obvious differences between urban and rural areas. Finally, the article proposes research implications, which will provide references for teachers' TPACK knowledge development and education in Qingnan Tibetan areas.
As teachers' professional knowledge framework, which is to integrate technology, TPACK coordinates and integrates technology, subject content, and teaching method. This study has further revised Singaporean scholars' TPACK scale. A survey of 250 teachers in the Tibetan areas of Qingnan, it extracted eight factors. The results prove that TPCKp, TPK and TK has a primary contribution for the development of TPACK knowledge. The knowledge level of TPACK is influenced by teaching time,teaching method,education background and the subjects, and exists obvious differences between urban and rural areas. Finally, the article proposes research implications, which will provide references for teachers' TPACK knowledge development and education in Qingnan Tibetan areas.
引文
[1]何克抗.TPACK——美国“信息技术与课程整合”途径与方法研究的新发展(上)[J].电化教育研究,2012,(5).
[2]王艳玲.教师应该具备哪些知识——近20年来美国教学“知识基础”研究述评[J].外国中小学教育,2009,(8).
[3]Koehler M J, Mishra P. Teachers learning technology by design[J]. Journal of Computing in Teacher Education,2005,(3)..
[4] Angeli, C., Valanides, N..Epistemologicaland Methodological Issues for the Conceptualization,Development,and Assessment of ICT-TPCK:Advancesin Technological Pedagogical Content Knowledge(TPCK)[J].Computers&Education,2009,(52).
[5]黄冬明,高莉娜,王海燕.高中教师TPACK现状调查与分析——来自N市的报告[J].现代教育技术,2013,(2).
[6]郝琦蕾,刘阳阳,华文青.小学教师TPACK现状的调查研究——以天津滨海新区小学为例[J].基础教育,2016,(5).
[7]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,(3).
[8]教育部.教育信息化2.0行动计划[Z].2018-04-13
[9]教育部.教师教育振兴行动计划(2018-2022年)[Z].2018-03-22
[10]单丽.提升中小学教师信息技术应用能力的培训课程开发实践[J].中国电化教育,2015,(2).
[2]王艳玲.教师应该具备哪些知识——近20年来美国教学“知识基础”研究述评[J].外国中小学教育,2009,(8).
[3]Koehler M J, Mishra P. Teachers learning technology by design[J]. Journal of Computing in Teacher Education,2005,(3)..
[4] Angeli, C., Valanides, N..Epistemologicaland Methodological Issues for the Conceptualization,Development,and Assessment of ICT-TPCK:Advancesin Technological Pedagogical Content Knowledge(TPCK)[J].Computers&Education,2009,(52).
[5]黄冬明,高莉娜,王海燕.高中教师TPACK现状调查与分析——来自N市的报告[J].现代教育技术,2013,(2).
[6]郝琦蕾,刘阳阳,华文青.小学教师TPACK现状的调查研究——以天津滨海新区小学为例[J].基础教育,2016,(5).
[7]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,(3).
[8]教育部.教育信息化2.0行动计划[Z].2018-04-13
[9]教育部.教师教育振兴行动计划(2018-2022年)[Z].2018-03-22
[10]单丽.提升中小学教师信息技术应用能力的培训课程开发实践[J].中国电化教育,2015,(2).