信息技术职前教师职业认同与TPACK结构的关系研究  

The Study on the Relationship between Information Technology Pre- Service Teachers' Professional Identity and TPACK Structure

作　　者：赵磊磊[1] 赵可云[2] 

机构地区：[1]华东师范大学,上海200062 [2]曲阜师范大学,山东日照276826

出　　处：《现代远距离教育》2016年第1期66-73,共8页Modern Distance Education

基　　金：国家社会科学基金青年项目:农村留守儿童学习社会化的影响因素及新媒体干预机制研究(编号:15CSH054)

摘　　要：参照Denise A.Schmidt等人设计的量表,设计信息技术职前教师TPACK(整合技术的学科教学知识)水平测量量表,对已参加过教育实习的H省四所高等院校208位信息技术职前教师进行问卷调查以及结构方程模型分析,结果表明:信息技术职前教师TPACK由PCK(学科教学法知识)和TK(技术知识)融合而成,职业认同对TK、CK(学科内容知识)、PK(教学法知识)具有直接正向作用,TCK(整合技术的学科内容知识)对PK、PCK具有直接正向作用,TPK(整合技术的教学法知识)对PCK具有直接正向作用。基于数据分析结果,针对信息技术职前教师TPACK水平提升提出四点策略,以期为我国信息技术职前教师TPACK水平的发展提供参考。Referring to the scale designed by Denise A. Schmidt et ah , this paper designs the TPACK level measurement scale for information technology pre - service teachers. Then the structural equation model analysis have been conducted on the 208 information technology pre - service teachers. Data analysis shows that the information technology pre - service teachers＂ TPACK comes from PCK and TK, while professional identity has a direct effect on TK, CK and PK, and TCK has a direct effect on PK and TPK, and TPK has a direct effect on PCK. Based on the results of data analysis, this paper puts forward the corresponding improvement strategy of TPACK level, so as to provide a reference for the development of TPACK level of Pre - service Teacher of the Information Technology.

关 键 词：职业认同 整合技术的学科教学知识 结构方程模型分析 

分 类 号：G434[文化科学—教育学]