摘要
教师信息化教学能力已成为衡量我国教育发展水平的重要因素。本研究基于TPACK理论框架,对全国七大区域76所高校的2058名英语教师开展问卷调查,考察高校英语教师信息化教学能力现状及其影响因素。研究发现,目前我国高校英语教师TPACK水平中等偏上,但TPACK高水平教师较少;教师TPACK各维度水平排序为TK>PK>CK>TCK>TPK>TPCK,各维度水平近年来有所提升;东北、华南地区教师TPACK水平较高,西北、华北地区教师TPACK水平较低。学校政策、培训情况、教师态度和自我效能感对高校英语教师TPACK水平影响显著,其中自我效能感影响最大。研究进而提出了提升我国高校英语教师信息化教学能力的建议。
Teachers'information-based teaching ability has become one of the core indicators in measuring the educational development in China.Based on the theory of Technological Pedagogical Content Knowledge(TPACK),this study conducts a questionnaire survey among 2058 English teachers from 76 colleges in seven regions of China to examine the current TPACK level of college English teachers and explore its influencing factors.It is found that the college English teachers'TPACK is at the upper-intermediate level,but teachers with high TPACK level are scarce.Six dimensions of TPACK are ranked in the order of TK>PK>CK>TCK>TPK>TPCK,and all dimensions have been improved these years.The TPACK level of teachers in Northeast and Southern China is relatively high,while that of teachers in Northwest and North China is relatively low.The TPACK level of the college English teachers is significantly impacted by school policy,teacher training,teachers'attitude and self-efficacy,among which selfefficacy exerts the most influence.The study further provides implications for improving the information-based teaching ability of college English teachers in China.
作者
王亚南
王京华
韩红梅
李丽娟
WANG Yanan;WANG Jinghua;HAN Hongmei;LI Lijuan
出处
《外语界》
CSSCI
北大核心
2023年第2期54-61,共8页
Foreign Language World
基金
国家社会科学基金项目“信息技术支持下高校英语教师专业发展路径和机制研究”(编号17BYY096)的成果。
关键词
信息化教学能力
TPACK
高校英语教师
调查
information-based teaching ability
TPACK
college English teachers
survey
