幼儿园教师整合技术的领域教学知识(TPACK)调查研究
|
摘要
信息技术在教育中的运用,很大程度上取决于教师的专业能力与信息素养。研究选取北京市城郊10个区县的438名幼儿园教师作为研究对象,采用问卷调查法,对幼儿园教师整合技术的领域教学知识(TPACK)进行了调查研究。结果表明:幼儿园教师的TPACK整体情况良好,其中,幼儿园教师五大领域内容知识(CK)和教学法知识(PK)得分较高;与技术相关的知识,包括技术知识(TK)、整合技术的教学法知识(TPK)以及整合技术的领域内容知识(TCK)得分居中;得分最低的是领域教学知识(PCK)。教师的TPACK在年龄、教龄、学历、职称及所在区域方面存在显著性差异。基于研究发现,提出以下建议:进一步提升幼儿园教师的信息技术知识;加强对幼儿园教师PCK的培养;着力提升有经验教师的信息素养;提高幼儿园教师的初始学历;变革学前教师教育课程,加强师范生信息素养的职前培养。
The application of information technology in education largely depends on teachers' professional ability and information literacy. This paper selects 438 kindergarten teachers from 10 districts and counties of Beijing as the research objects, and investigates their technological pedagogical content knowledge(TPACK) by using questionnaire survey. The results indicate the TPACK of kindergarten teachers is in good condition. Kindergarten teachers are more knowledgeable and confident in terms of content knowledge(CK) and pedagogical knowledge(PK), moderately knowledgeable and confident with regards to technology-related knowledge, including technological knowledge(TK), technological pedagogical knowledge(TPK), and technological content knowledge(TCK), while less knowledgeable and confident in terms of pedagogical content knowledge(PCK). There are significant differences in teachers' TPACK in terms of age, teaching age, educational background, professional titles and districts they belong to. Based on those research findings, the following suggestions are put forward: further improving the information technology knowledge of kindergarten teachers; strengthening the PCK training of kindergarten teachers; focusing on improving the information literacy of experienced teachers; improving the initial qualifications of kindergarten teachers; reforming preschool teachers' educational curriculum and strengthening the pre-service training of normal students' information literacy.
The application of information technology in education largely depends on teachers' professional ability and information literacy. This paper selects 438 kindergarten teachers from 10 districts and counties of Beijing as the research objects, and investigates their technological pedagogical content knowledge(TPACK) by using questionnaire survey. The results indicate the TPACK of kindergarten teachers is in good condition. Kindergarten teachers are more knowledgeable and confident in terms of content knowledge(CK) and pedagogical knowledge(PK), moderately knowledgeable and confident with regards to technology-related knowledge, including technological knowledge(TK), technological pedagogical knowledge(TPK), and technological content knowledge(TCK), while less knowledgeable and confident in terms of pedagogical content knowledge(PCK). There are significant differences in teachers' TPACK in terms of age, teaching age, educational background, professional titles and districts they belong to. Based on those research findings, the following suggestions are put forward: further improving the information technology knowledge of kindergarten teachers; strengthening the PCK training of kindergarten teachers; focusing on improving the information literacy of experienced teachers; improving the initial qualifications of kindergarten teachers; reforming preschool teachers' educational curriculum and strengthening the pre-service training of normal students' information literacy.
引文
[1]黄荣怀,刘德建,刘晓琳,徐晶晶.互联网促进教育变革的基本格局[J].中国电化教育,2017(1):7-16.
[2]余胜泉,王阿习.“互联网+教育”的变革路径[J].中国电化教育,2016(10):1-9.
[3]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.
[4] SANG G,TONDEUR J,CHAI C S,et al. Validation and profile of Chinese pre-service teachers'technological pedagogical contentknowledge scale[J]. Asia-Pacific journal of teacher education,2016,44(1):49-65.
[5]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(下)[J].电化教育研究,2012(6):47-56.
[6] LIANG J C,CHAI C S,KOH J H L,et al. Surveying in-service preschool teachers'technological pedagogical content knowledge[J].Australasian journal of educational technology,2013,29(4):581-594.
[7]朱敏.幼儿教师TPACK现状调查与分析[J].宁波教育学院学报,2014(5):44-47.
[8]禹行初.学前教育师范生TPACK现状调查及提升对策研究[D].开封:河南大学,2016.
[9]张建欣.论TPACK融入幼师生专业知识培养体系的迫切性及优势[J].教师教育论坛,2014(11):74-76.
[10]张建欣. TPACK:幼师生专业知识培养新框架[J].云南开放大学学报,2015(6):28-31.
[11]张建欣.幼儿教师TPACK发展路径审视[J].软件导刊·教育技术,2016(1):78-79.
[12]曾祥兰,陈文竹. TPACK框架下的幼儿教师能力发展思考[J].教师教育论坛,2014(9):47-50.
[13]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):37-42.
[14] TONDEUR J,BRAAK J V,SANG G,et al. Preparing pre-service teachers to integrate technology in education:a synthesis ofqualitative evidence[J]. Computers&education,2012,59(1):134-144.
[15] NAEYC. Technology and interactive media as tools in early childhood programs serving children from birth through age 8[R/OL].(2012-10-18)[2018-08-02]. http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf.
[16]郭力平.信息技术与早期教育[M].上海:华东师范大学出版社,2007:1.
[17]朱书慧,汪基德.我国学前教育信息化建设与应用研究现状[J].电化教育研究,2013(10):40-46.
[18]冯晓霞.计算机与幼儿教育[M].北京:人民教育出版社,2010.
[19]焦艳,于开莲,易进.计算机与幼儿园课程的整合[J].学前教育研究,2006(5):23-26.
[2]余胜泉,王阿习.“互联网+教育”的变革路径[J].中国电化教育,2016(10):1-9.
[3]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.
[4] SANG G,TONDEUR J,CHAI C S,et al. Validation and profile of Chinese pre-service teachers'technological pedagogical contentknowledge scale[J]. Asia-Pacific journal of teacher education,2016,44(1):49-65.
[5]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(下)[J].电化教育研究,2012(6):47-56.
[6] LIANG J C,CHAI C S,KOH J H L,et al. Surveying in-service preschool teachers'technological pedagogical content knowledge[J].Australasian journal of educational technology,2013,29(4):581-594.
[7]朱敏.幼儿教师TPACK现状调查与分析[J].宁波教育学院学报,2014(5):44-47.
[8]禹行初.学前教育师范生TPACK现状调查及提升对策研究[D].开封:河南大学,2016.
[9]张建欣.论TPACK融入幼师生专业知识培养体系的迫切性及优势[J].教师教育论坛,2014(11):74-76.
[10]张建欣. TPACK:幼师生专业知识培养新框架[J].云南开放大学学报,2015(6):28-31.
[11]张建欣.幼儿教师TPACK发展路径审视[J].软件导刊·教育技术,2016(1):78-79.
[12]曾祥兰,陈文竹. TPACK框架下的幼儿教师能力发展思考[J].教师教育论坛,2014(9):47-50.
[13]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):37-42.
[14] TONDEUR J,BRAAK J V,SANG G,et al. Preparing pre-service teachers to integrate technology in education:a synthesis ofqualitative evidence[J]. Computers&education,2012,59(1):134-144.
[15] NAEYC. Technology and interactive media as tools in early childhood programs serving children from birth through age 8[R/OL].(2012-10-18)[2018-08-02]. http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf.
[16]郭力平.信息技术与早期教育[M].上海:华东师范大学出版社,2007:1.
[17]朱书慧,汪基德.我国学前教育信息化建设与应用研究现状[J].电化教育研究,2013(10):40-46.
[18]冯晓霞.计算机与幼儿教育[M].北京:人民教育出版社,2010.
[19]焦艳,于开莲,易进.计算机与幼儿园课程的整合[J].学前教育研究,2006(5):23-26.