高校教师感知TPACK路径调查研究——以长沙地区高校为例  

Investigation and Research on College Teachers' Perception TPACK Path——Case Study on Colleges and Universities in Changsha Area

作　　者：谭敬德[1] 张思[1] 

机构地区：[1]湖南第一师范学院信息科学与工程学院,湖南长沙410205

出　　处：《湖南人文科技学院学报》2014年第6期99-103,共5页Journal of Hunan University of Humanities,Science and Technology

基　　金：湖南省社科基金项目"基于技术接受模型的高校教师网络教学行为影响因素实证研究"(13YBA095);湖南省教育科学规划课题"信息技术与课程深度融合的本质和影响因素实证研究"(XJK014BXX001)

摘　　要：在美国学者凯乐和米什拉提出的整合技术的学科教学法知识(TPACK)框架的基础上,构建高校教师感知TPACK路径研究模型并提出研究假设。以长沙地区高校教师为调查对象,进行问卷调查和访谈,对研究模型和研究假设进行了实证。结果表明,技术知识、学科内容知识、整合技术的学科内容知识、整合技术的教学法知识与教师TPACK之间具有显著的正相关关系;教学法知识、学科教学知识与教师TPACK之间无显著正相关关系;不同性别、职称、教龄和学科背景的教师之间的TPACK并无显著差异。Based on the framework of subject teaching method knowledge（ TPACK） of integration technology proposed by American scholars Keller and Mishra,college teachers＇ perception TPACK path research model was constructed and research hypothesis was proposed. Taking university teachers in Changsha area as investigation object,by questionnaire survey and interviews,empirical study on research model and hypotheses was done. The results showed that there was a significant positive correlation between technology knowledge,subject content knowledge,the subject content knowledge of integration technology,the teaching method knowledge of integration technology and teachers TPACK; there was no significant positive correlation between teaching method knowledge,subject teaching knowledge and teachers ＇TPACK; there was no significant differences between teachers＇ TPACK of different gender,professional title,seniority and discipline background.

关 键 词：高校教师 TPACK 感知路径 

分 类 号：G40-057[文化科学—教育学原理]