初中数学教师TPACK现状的调查与分析——以烟台市为例  

Investigation and Analysis of TPACK of Mathematics Teachers in Junior High Schools ——Taking Yantai as an Example

作　　者：段元美[1] 闫志明[1] 张克俊[1] 郑丽红 

机构地区：[1]鲁东大学教育科学学院,山东烟台264025 [2]钢城区实验中学,山东莱芜271103

出　　处：《现代教育技术》2015年第4期52-58,共7页Modern Educational Technology

基　　金：山东省社会科学规划研究项目"以‘卓越教师’为导向的职前教师TPACK发展研究"(项目编号:13CJYJ05);山东省教育科学"十二五"规划课题"初中数学教师整合技术的学科教学知识(TPACK)研究"(课题编号:2013GG063)的阶段成果

摘　　要：整合技术的学科教学知识(TPACK)是信息时代教师专业知识的核心,影响和制约教师信息技术应用能力的发展。以烟台市276名初中数学教师为研究对象,对初中数学教师TPACK现状进行了调查研究。研究发现:初中数学教师TPACK整体水平中等偏上,还有较大提升空间。构成TPACK五个维度的水平从高到低依次为理念维度、课程维度、学生维度、教学维度、评价维度。研究进一步提出了有效促进教师TPACK发展的建议。Technological Pedagogical Content Knowledge（TPACK） is the core professional knowledge for teachers in the information age, which directly influences the development of teachers＇ information technology application ability. Through the survey of 276 junior high school mathematics teachers in Yan Tai, and investigation on the status and the characteristics of the junior high school mathematics teachers＇ TPACK, it found that the overall level of their TPACK located above average with great space to improve. The order of five dimensions of Mathematics teachers＇ TPACK from high to low is concept, curriculum, students, teaching, assessment. This research puts forward the suggestions for the development of TPACK of mathematics teachers in junior high school.

关 键 词：初中 数学教师 TPACK 

分 类 号：G40-057[文化科学—教育学原理]