摘要
对西部地区360位中学教师的TPACK(整合技术的学科教学知识)水平进行调查,发现:西部中学教师的TPACK总体处于中等水平,且各维度发展不均衡,其中,受试与技术相关的TK、TCK、TPK、TPACK均值最低,说明技术与学科教学、教学法等知识的整合水平较低。此外,不同性别、年龄、学历、职称、教龄的教师整合技术的学科教学知识水平存在差异。将西部地区中学教师整合技术的学科教学知识与全国教师相比,受试在各维度上都存在显著性差异,且有较大提升空间。基于结论,本研究从创建教师学教研共同体、定制"菜单式"培训、发挥专家型教师作用等方面,提出了相应的建议。
After making a survey of 360 middle school teachers about their TPACK（the technological pedagogical and content knowledge） level,the results show that the average level is at the moderate one,and the development of each dimension is imbalanced including the lowest mean value of TK,TCK,TPK,TPACK about experimenters concerned with technologies,which means integration levels are comparatively low between technologies and knowledge of subjects teaching and teaching methods.Besides,the integration level of TPACK varies in genders,ages,college degrees,professional titles,and teaching seniority.Compared the level of middle school teachers＇ TPACK in western regions with that of national teachers＇,there are great difference in each dimension among experimenters,which can be improved a lot in future.Based on these findings,this paper gives some advice from establishing the construction of learning,teaching research community,customizations of＂menu＂training,and the use of experts.
出处
《教育测量与评价》
2017年第11期34-40,共7页
Educational Measurement and Evaluation
