摘要
参照Denise A.Schmidt等人设计的量表,设计信息技术师范生TPACK(整合技术的学科教学知识)量表,对已参加过教育实习的H省七所省属高等院校362位信息技术大四师范生进行了调查。师范生TPACK影响因素的分析结果发现:(1)PI(职业认同)、TB(教学信念)与TPACK诸结构因子均呈现显著的强相关,信息技术师范生职业认同和信息技术师范生教学信念之间呈现中等程度相关;(2)信息技术师范生的TPACK与TK相关知识具有极强的相关性;(3)PCK、TB对TPACK具有显著的影响效应。基于数据分析结果,提出了相应的信息技术师范生TPACK建构策略:(1)增强师范生的教师职业认同感;(2)加强师范生技术相关知识的培育;(3)着重提升师范生的PCK水平;(4)构建师范生的TPACK信念。
Referring to the scale designed by Denise A. Schmidt et al.,this paper designs the TPACK level measurement scale for information technology pre-service teachers. A survey of 362 information technology pre-service teachers in seven provincial colleges of H province who have participated in educational practice was conducted by using the TPACK scale. Data analysis shows that the information technology pre-service teacher＇s professional identity and teaching belief have the strong correlation with structure factors of TPACK. The information technology pre-service teacher＇s professional identity has medium relationship with teaching belief. Furthermore,there is a strong correlation between the information technology pre-service teacher＇s TPACK and the knowledge about TK. At last,the information technology pre-service teacher＇s PCK and TB have significant influence on TPACK. Based on the results of data analysis,this paper puts forward the corresponding construction strategies of TPACK level of information technology pre-service teachers. At first,the pre-service teacher＇s professional identity should be enhanced. Furthermore,the pre-service teacher＇s cultivation of knowledge about TK should be strengthened. Thirdly,the level of pre-service teacher＇s PCK should be enhanced. At last,pre-service teacher＇s TPACK belief should be constructed confirmedly.
作者
赵磊磊
李玥泓
谢鉴知
Zhao Lei - lei;Li Yue - hong;Xie Jian - zhi(East China Normal University, Shanghai ,200062;Qufu Normal University, Rizhao Shandong 276826)
出处
《现代远距离教育》
CSSCI
北大核心
2018年第3期29-36,共8页
Modern Distance Education
基金
华东师范大学研究生出国(境)短期研修项目
华东师范大学优秀博士学位论文培育项目
关键词
信息技术
师范生
整合技术的学科教学知识
影响因素
建构策略
information technology
pre - service teachers
technology pedagogical ccrntent knowledge
influencing factors
fonstruction strategies
