摘要
需求分析是开展高质高效“中文+职业技能”教师TPACK培训的基础。本研究构建TPACK数据结构化编码框架,运用认知网络分析法,基于28所院校131位“中文+职业技能”教师学习计划文本进行认知网络建模,多维度分析不同教师内隐于认知中的学习需求特点。研究发现,不同背景“中文+职业技能”教师的TPACK学习需求整体以底层核心要素为主,向复合要素发展,以整合技术的教学法知识为复合要素之重;学习需求呈现分众化特点、对同一TPACK要素的学习需求呈现学科差异特点、知识梯度差异特点。
The needs analysis is the cornerstone for conducting a study aimed at providing high-quality and efficient TPACK training for“Chinese+Vocational Skills”Teachers.In this study,a structured coding framework for TPACK data was established,and Epistemic Network Analysis was employed.Drawing upon the analysis of learning plan texts from 131“Chinese+Vocational Skills” Teachers across 28 institutions,epistemic network modeling was employed to dissect the characteristics of learning needs embedded in the cognition of diverse teachers from multiple dimensions.This study revealed that“Chinese+Vocational Skills”Teachers with different backgrounds generally prioritize the foundational core elements of TPACK in their learning needs,with demands evolving towards compound elements,with TPK being the focal point of compound element learning needs;The learning needs of“Chinese+Vocational Skills” Teachers with different backgrounds exhibit characteristics of diversification,as well as subject-specific and gradient disparities in the learning demands for the same TPACK elements.
作者
王淼
徐娟
WANG Miao;XU Juan
出处
《语言文字应用》
CSSCI
北大核心
2024年第3期56-70,共15页
Applied Linguistics
基金
国家社科基金后期资助项目“东方主义批判视角下讲好中国故事研究”(22FGJB012)
北京语言大学校级重大专项课题“基于微认证的国际中文教师数字素养提升路径及研修平台研究”(23ZDY02)的资助。
