城乡教师TPACK差异及原因分析
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摘要
整合技术的学科教学知识(TPACK)是新时代教师必备的专业知识。在教育信息化时代,城乡教师TPACK水平的差异决定了城乡教师教育教学水平的差距。缩小城乡教师TPACK水平的差距有利于缩小教育的城乡差距。分析城乡教师TPACK水平现状以及在各个维度上的差异,并将TPACK与教师学历、培训和信念进行相关性分析,通过真实数据探究城乡教师TPACK水平产生差距的主要原因,从而为缩小城乡教育差距提出合理建议。结果表明:城市教师的TPACK水平高于农村教师,城乡教师在PCK、TCK、TPK各维度上和TPACK总体水平上有显著差异;城乡教师在学历和培训方面存在显著性差异,城市教师的学历水平和参与培训情况明显优于农村教师;学历与教师的TK、PCK、TCK、TPK和TPACK存在相关关系;培训以及信念与教师的TK、TCK、TPK和TPACK存在相关关系。
TPACK is the necessary professional knowledge structure for the teachers in the new era. In the era of educational information, the TPACK gap between urban and rural teachers determines the education and teaching gap between them. Therefore narrowing the TPACK gap between urban and rural teachers is conducive to narrowing the education and teaching gap between them. This research analyzed status of urban and rural teachers' TPACK, differences between urban and rural teachers in TPACK, educational background, training and belief and the relevance between TPACK and educational background, training and belief, to explore the specific gap between urban and rural teachers in TPACK and main reasons, so as to make reasonable suggestions for narrowing the gap. The results found: Firstly, urban teachers' TPACK is higher than that of rural teachers. Among them, the urban and rural teachers have significant differences in PCK, TCK, TPK and TPACK dimensions. Secondly, there was significant difference in educational background and training. The educational background level and training participation of urban teachers are obviously superior to those of rural teachers. Thirdly, there is a correlation between educational background and teachers' TK, PCK, TCK, TPK and TPACK. There is a correlation between training and teachers' TK, TCK, TPK and TPACK. There is a correlation between belief and teachers' TK, TCK, TPK and TPACK.
TPACK is the necessary professional knowledge structure for the teachers in the new era. In the era of educational information, the TPACK gap between urban and rural teachers determines the education and teaching gap between them. Therefore narrowing the TPACK gap between urban and rural teachers is conducive to narrowing the education and teaching gap between them. This research analyzed status of urban and rural teachers' TPACK, differences between urban and rural teachers in TPACK, educational background, training and belief and the relevance between TPACK and educational background, training and belief, to explore the specific gap between urban and rural teachers in TPACK and main reasons, so as to make reasonable suggestions for narrowing the gap. The results found: Firstly, urban teachers' TPACK is higher than that of rural teachers. Among them, the urban and rural teachers have significant differences in PCK, TCK, TPK and TPACK dimensions. Secondly, there was significant difference in educational background and training. The educational background level and training participation of urban teachers are obviously superior to those of rural teachers. Thirdly, there is a correlation between educational background and teachers' TK, PCK, TCK, TPK and TPACK. There is a correlation between training and teachers' TK, TCK, TPK and TPACK. There is a correlation between belief and teachers' TK, TCK, TPK and TPACK.
引文
[1] 中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-07-29)[2018-04-09].http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm.
[2] 徐鹏,刘艳华,王以宁,等.整合技术的学科教学知识(TPACK)测量方法国外研究现状及启示[J].电化教育研究,2013,34(12):98-101.
[3] ARCHAMBAULT L,CRIPPEN K.Examining TPACK among K-12 online distance educators in the United States[J].Contemporary Issues in Technology and Teacher Education,2009(9):71-88.
[4] PUNYA M,MATTHEW J K,MARY C H.Handbook of technology pedagogical content knowledge(TPCK) for educators[M].New York:Routledge,2008.
[5] 李洪海.农村教师专业发展的障碍分析及支持对策[D].武汉:华中师范大学硕士学位论文,2014.
[6] 熊文,钟英.关于建立优秀教师服务农村中小学长效机制的思考[J].乐山师范学院学报,2007(11):123-125.
[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,2014,26(3):36-43.
[8] 段元美,闫志明,张克俊,等.初中数学教师TPACK现状的调查与分析——以烟台市为例[J].现代教育技术,2015,25(4):52-58.
[9] 张静,刘赣洪.多维视角下教师TPACK发展机制与培养路径[J].远程教育杂志,2015,33(3):95-102.
[10] 张进良,何高大.信息技术支持下农村教师专业发展的思考[J].中国电化教育,2010(5):41-45.
[2] 徐鹏,刘艳华,王以宁,等.整合技术的学科教学知识(TPACK)测量方法国外研究现状及启示[J].电化教育研究,2013,34(12):98-101.
[3] ARCHAMBAULT L,CRIPPEN K.Examining TPACK among K-12 online distance educators in the United States[J].Contemporary Issues in Technology and Teacher Education,2009(9):71-88.
[4] PUNYA M,MATTHEW J K,MARY C H.Handbook of technology pedagogical content knowledge(TPCK) for educators[M].New York:Routledge,2008.
[5] 李洪海.农村教师专业发展的障碍分析及支持对策[D].武汉:华中师范大学硕士学位论文,2014.
[6] 熊文,钟英.关于建立优秀教师服务农村中小学长效机制的思考[J].乐山师范学院学报,2007(11):123-125.
[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,2014,26(3):36-43.
[8] 段元美,闫志明,张克俊,等.初中数学教师TPACK现状的调查与分析——以烟台市为例[J].现代教育技术,2015,25(4):52-58.
[9] 张静,刘赣洪.多维视角下教师TPACK发展机制与培养路径[J].远程教育杂志,2015,33(3):95-102.
[10] 张进良,何高大.信息技术支持下农村教师专业发展的思考[J].中国电化教育,2010(5):41-45.