创客教育教师准备好了吗——智能时代创客教师知识发展的影响因素探析
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摘要
作为融合了创客技术的跨学科教学形式,创客教育具有综合性、实践性、技术性等特征。因此,复杂的创客教育对创客教师的知识储备提出了新的要求。为了推进我国创客教育的持续发展,让创客教师具备足够的知识储备,以胜任复杂创客教学实践活动,成为亟需解决的重要课题之一。为此,以整合技术的学科教学知识(TPACK)理论为基础,并运用问卷调查的方法,对全国194名创客教师进行了调查研究,挖掘出影响创客教师知识发展路径的主要因素和间接因素,为智能时代培养高素质创客教师提供策略指导。中介效应分析表明,影响创客教师TPACK的主要因素,是创客教师复合性知识(PCK、TCK、TPK)。回归分析表明,影响创客教师TPACK的间接因素,是创客教师技术整合的能力感知、学校对教师专业发展的支持,以及学校组织和文化环境对创客教育的支持。因此,促进创客教师知识的发展需要关注到以下三个方面:首先,关注创客教师知识内涵发展,开展提供创客教师复合性知识的学习与培训;其次,关注创客技术的整合应用,提升创客教师整合技术的能力感知;最后,关注创客教学生态的营造,创建促进创客教师知识发展的学校组织和文化环境。
As an interdisciplinary instructional method based on maker technology, maker education has the characteristic of integrity, practicality and technicality, which bring new conceptions of knowledge development and structure for maker teachers in China. In order to promote sustainable development of maker education in China, how to equip teachers with sufficient knowledge to address the challenges from teaching practices is one of the key research issues. Therefore, this study investigated knowledge situation of Chinese maker teacher based on TPACK theory. The study surveyed the 194 Chinese maker teachers to investigate the direct and indirect factors influencing the maker teacher's knowledge situation. By the analysis of the mediating effect, it was found that teacher's connected knowledge, such as PCK, TPK and TCK are the direct factors for maker teacher's knowledge development. By the analysis of regression method, it was found that teacher's value belief of maker technology, the support of teacher professional development and the school organization and cultural support are the indirect factors for maker teacher 's knowledge development. Those results informed that firstly the connotative development of maker teacher knowledge should be paid much attention to promote teacher 's connected knowledge. Secondly, the integration of maker technology should be paid much attention to promote teacher 's ability belief of maker technology. Thirdly, the construction of school's organizational and cultural environment should be constructed for teacher to conduct maker instruction.
As an interdisciplinary instructional method based on maker technology, maker education has the characteristic of integrity, practicality and technicality, which bring new conceptions of knowledge development and structure for maker teachers in China. In order to promote sustainable development of maker education in China, how to equip teachers with sufficient knowledge to address the challenges from teaching practices is one of the key research issues. Therefore, this study investigated knowledge situation of Chinese maker teacher based on TPACK theory. The study surveyed the 194 Chinese maker teachers to investigate the direct and indirect factors influencing the maker teacher's knowledge situation. By the analysis of the mediating effect, it was found that teacher's connected knowledge, such as PCK, TPK and TCK are the direct factors for maker teacher's knowledge development. By the analysis of regression method, it was found that teacher's value belief of maker technology, the support of teacher professional development and the school organization and cultural support are the indirect factors for maker teacher 's knowledge development. Those results informed that firstly the connotative development of maker teacher knowledge should be paid much attention to promote teacher 's connected knowledge. Secondly, the integration of maker technology should be paid much attention to promote teacher 's ability belief of maker technology. Thirdly, the construction of school's organizational and cultural environment should be constructed for teacher to conduct maker instruction.
引文
[1]梁森山.中国创客教育蓝皮书(基础教育版)[M].北京:人民邮电出版社,2016.
[2]谢作如.温州地区创客教育发展现状及改进建议[J].创新人才教育,2016(2):31-35.
[3]陈刚,石晋阳.创客教育的课程观[J].中国电化教育,2016(11):11-17.
[4]付志勇,宋述强.创客教育蓝皮书[EB/OL].[2017-01-22].http://www.docin.com/p-1692510217.html.
[5]李彤彤,王志军,邹蕊,等.创客教师专业素质结构研究[J].中国电化教育,2017(6):80-86+142.
[6]祝智庭,孙妍妍.创客教育:信息技术使能的创新教育实践场[J].中国电化教育,2015(1):14-21.
[7][38]闫志明,孙承毅.论创客教师的知识基础[J].教育研究,2018(6):111-118+123.
[8]Mishra P,Koehler M J.Technological pedagogical content knowledge:A framework for teacher knowledge[J].Teachers College Record,2006,108(6):1017-1054.
[9]Parr G,Bellis N,Bulfin S.Teaching English teachers for the future:Speaking back to TPACK[J].English in Australia,2013,48(1):9.
[10]Polly D.Examining teachers’enactment of technological pedagogical and content knowledge(TPACK)in their mathematics teaching after technology integration professional development[J].Journal of Computers in Mathematics and Science Teaching,2011,30(1):37-59.
[11]Lin T C,Tsai C C,Chai C S,et al.Identifying science teachers’perceptions of technological pedagogical and content knowledge(TPACK)[J].Journal of Science Education and Technology,2013,22(3):325-336.
[12]Shulman L S.Those who understand:Knowledge growth in teaching[J].Educational Researcher,1986,15(2):4-14.
[13][19]焦建利,钟洪蕊.技术-教学法-内容知识(TPACK)研究议题及其进展[J].远程教育杂志,2010(1):39-45.
[14]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):36-43
[15]阮全友.翻转课堂里的TPACK和TSACK——基于一项英语教学研究的讨论[J].远程教育杂志,2014(5):58-66.
[16]张静.面向TPACK发展的设计型教师教育课程——缘起,模式及启示[J].远程教育杂志,2013(5):83-88.
[17]Chai C S,Koh J H L,Tsai C C.Facilitating preservice teachers’development of technological,pedagogical,and content knowledge(TPACK)[J].Educational Technology&Society,2010,13(4):63-73.
[18]Chai C S,Koh J H L,Tsai C C,et al.Modeling primary school pre-service teachers’TPACK for meaningful learning with information and communication technology(ICT)[J].Computers&Education,2011,57(1):1184-1193.
[20]Ertmer P A,Ottenbreit-Leftwich A T,Sadik O,et al.Teacher beliefs and technology integration practices:A critical relationship[J].Computers&Education,2012,59(2):423-435.
[21]Tondeur J,Van Braak J,Valcke M.Towards a typology of computer use in primary education[J].Journal of Computer Assisted Learning,2007,23(3):197-206.
[22]Inan F A,Lowther D L.Factor’s affecting technology integration in K-12 classrooms:A path model[J].Educational Technology Research and Development,2010,58(2):137-154.
[23]Phelps R,Graham A.Developing technology together,together:Awhole-school metacognitive approach to ICT teacher professional development[J].Journal of Computing in Teacher Education,2008,24(4):125-134.
[24]Hew K,Brush T.Integrating technology into K-12 teaching and learning:Current knowledge gaps and recommendations for future research[J].Educational Technology Research and Development,2007,55(3):223-252.
[25]Maslowski R.School Culture and School Performance:An Explorative Study into the Organizational Culture of Secondary Schools and their Effects[D].The Netherlands:Twente University Press,2001.
[26]Tearle P.ICT implementation:What makes the difference?[J].British Journal of Educational Technology,2003,34(5):567-583.
[27]Phelps R,Graham A.Developing technology together,together:Awhole-school metacognitive approach to ICT teacher professional development[J].Journal of Computing in Teacher Education,2008,24(4):125-134.
[28]Schmidt D A,Baran E,Thompson A D,et al.Technological pedagogical content knowledge(TPACK)the development and validation of an assessment instrument for preservesteachers[J].Journal of Research on Technology in Education,2009,42(2):123-149.
[29][30]Kopcha T J.Teachers’perceptions of the barriers to technology integration and practices with technology under situated professional development[J].Computers&Education,2012,59(4):1109-1121.
[31][39]Hsu S,Kuan P Y.The impact of multilevel factors on technology integration:The case of Taiwanese grade 1-9 teachers and schools[J].Educational Technology Research and Development,2013,61(1):25-50.
[32][33][34][35]温忠麟,张雷,侯杰泰,等.中介效应检验程序及其应用[J].心理学报,2004(5):614-620.
[36]祝智庭,雒亮.从创客运动到创客教育:培植众创文化[J].电化教育研究,2015(7):5-13.
[37]Wilkins J L M.The relationship among elementary teachers’content knowledge,attitudes,beliefs,and practices[J].Journal of Mathematics Teacher Education,2008,11(2):139-164.
[40]Crystal J.Building from within:Two professional development models that work[J].Technology&Learning,2001,22(2):62-66.
[2]谢作如.温州地区创客教育发展现状及改进建议[J].创新人才教育,2016(2):31-35.
[3]陈刚,石晋阳.创客教育的课程观[J].中国电化教育,2016(11):11-17.
[4]付志勇,宋述强.创客教育蓝皮书[EB/OL].[2017-01-22].http://www.docin.com/p-1692510217.html.
[5]李彤彤,王志军,邹蕊,等.创客教师专业素质结构研究[J].中国电化教育,2017(6):80-86+142.
[6]祝智庭,孙妍妍.创客教育:信息技术使能的创新教育实践场[J].中国电化教育,2015(1):14-21.
[7][38]闫志明,孙承毅.论创客教师的知识基础[J].教育研究,2018(6):111-118+123.
[8]Mishra P,Koehler M J.Technological pedagogical content knowledge:A framework for teacher knowledge[J].Teachers College Record,2006,108(6):1017-1054.
[9]Parr G,Bellis N,Bulfin S.Teaching English teachers for the future:Speaking back to TPACK[J].English in Australia,2013,48(1):9.
[10]Polly D.Examining teachers’enactment of technological pedagogical and content knowledge(TPACK)in their mathematics teaching after technology integration professional development[J].Journal of Computers in Mathematics and Science Teaching,2011,30(1):37-59.
[11]Lin T C,Tsai C C,Chai C S,et al.Identifying science teachers’perceptions of technological pedagogical and content knowledge(TPACK)[J].Journal of Science Education and Technology,2013,22(3):325-336.
[12]Shulman L S.Those who understand:Knowledge growth in teaching[J].Educational Researcher,1986,15(2):4-14.
[13][19]焦建利,钟洪蕊.技术-教学法-内容知识(TPACK)研究议题及其进展[J].远程教育杂志,2010(1):39-45.
[14]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):36-43
[15]阮全友.翻转课堂里的TPACK和TSACK——基于一项英语教学研究的讨论[J].远程教育杂志,2014(5):58-66.
[16]张静.面向TPACK发展的设计型教师教育课程——缘起,模式及启示[J].远程教育杂志,2013(5):83-88.
[17]Chai C S,Koh J H L,Tsai C C.Facilitating preservice teachers’development of technological,pedagogical,and content knowledge(TPACK)[J].Educational Technology&Society,2010,13(4):63-73.
[18]Chai C S,Koh J H L,Tsai C C,et al.Modeling primary school pre-service teachers’TPACK for meaningful learning with information and communication technology(ICT)[J].Computers&Education,2011,57(1):1184-1193.
[20]Ertmer P A,Ottenbreit-Leftwich A T,Sadik O,et al.Teacher beliefs and technology integration practices:A critical relationship[J].Computers&Education,2012,59(2):423-435.
[21]Tondeur J,Van Braak J,Valcke M.Towards a typology of computer use in primary education[J].Journal of Computer Assisted Learning,2007,23(3):197-206.
[22]Inan F A,Lowther D L.Factor’s affecting technology integration in K-12 classrooms:A path model[J].Educational Technology Research and Development,2010,58(2):137-154.
[23]Phelps R,Graham A.Developing technology together,together:Awhole-school metacognitive approach to ICT teacher professional development[J].Journal of Computing in Teacher Education,2008,24(4):125-134.
[24]Hew K,Brush T.Integrating technology into K-12 teaching and learning:Current knowledge gaps and recommendations for future research[J].Educational Technology Research and Development,2007,55(3):223-252.
[25]Maslowski R.School Culture and School Performance:An Explorative Study into the Organizational Culture of Secondary Schools and their Effects[D].The Netherlands:Twente University Press,2001.
[26]Tearle P.ICT implementation:What makes the difference?[J].British Journal of Educational Technology,2003,34(5):567-583.
[27]Phelps R,Graham A.Developing technology together,together:Awhole-school metacognitive approach to ICT teacher professional development[J].Journal of Computing in Teacher Education,2008,24(4):125-134.
[28]Schmidt D A,Baran E,Thompson A D,et al.Technological pedagogical content knowledge(TPACK)the development and validation of an assessment instrument for preservesteachers[J].Journal of Research on Technology in Education,2009,42(2):123-149.
[29][30]Kopcha T J.Teachers’perceptions of the barriers to technology integration and practices with technology under situated professional development[J].Computers&Education,2012,59(4):1109-1121.
[31][39]Hsu S,Kuan P Y.The impact of multilevel factors on technology integration:The case of Taiwanese grade 1-9 teachers and schools[J].Educational Technology Research and Development,2013,61(1):25-50.
[32][33][34][35]温忠麟,张雷,侯杰泰,等.中介效应检验程序及其应用[J].心理学报,2004(5):614-620.
[36]祝智庭,雒亮.从创客运动到创客教育:培植众创文化[J].电化教育研究,2015(7):5-13.
[37]Wilkins J L M.The relationship among elementary teachers’content knowledge,attitudes,beliefs,and practices[J].Journal of Mathematics Teacher Education,2008,11(2):139-164.
[40]Crystal J.Building from within:Two professional development models that work[J].Technology&Learning,2001,22(2):62-66.