大四师范生TPACK构成机制研究  

Research on the Component Mechanism of Pre-service Teachers' TPACK

作　　者：段元美[1] 闫志明[1] 俞树煜[2] 

机构地区：[1]鲁东大学教育科学学院,山东烟台264025 [2]西北师范大学教育技术学院,甘肃兰州730070

出　　处：《教师教育研究》2016年第6期50-58,共9页Teacher Education Research

基　　金：山东省本科高校教学改革基金项目(2015M062);山东省社会科学规划研究项目(13CJYJ05);山东省科技发展计划基金项目(2013YD01031)成果之一

摘　　要：整合技术的学科教学知识(TPACK)是信息时代教师必备的专业知识基础。在系统梳理和借鉴国内外已有研究成果基础上,对1036名大四师范生TPACK进行了问卷调查。明确了大四师范生TPACK的构成要素,并使用结构方程模型揭示了各构成要素之间的关系及其对师范生TPACK的影响机制。结果发现:大四师范生TPACK由技术知识(T)、教学法知识(P)、学科内容知识(C)、学科教学知识(PC)和整合技术的学科教学知识(TPACK)五个要素构成。五个要素对师范生TPACK均有积极的正向影响,其中CK对TPACK的影响最大,其次是TK和PCK,PK对TPACK的作用最小。在此基础上,对目前师范院校教师教育课程的设置提出了一些建议。Technological Pedagogical Content Knowledge （TPACK） is the core professional knowledge for teachers in the information age, based on the relevant researches at home and abroad, taking 1036 pre-service teachers as the research objects, this research carried out by questionnaire survey. The research revealed the interactive relationship between the system factors as well as the component mechanism by means of the structural equation model. Results showed that the component of Technological Pedagogical Content Knowledge （TPACK） of pre-service teachers were identified as the following five elements： Technology Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge as well as Technological Pedagogical Content Knowledge. The five elements had positive impacts on pre-service teachers＇TPACK. CK had the largest impacts on the pre-service teachers＇TPACK, followed by TK and PCK, PK had minimal impacts. This study provides some suggestions for the curriculum setting of teacher education of Normal Colleges.

关 键 词：师范生 整合技术的学科教学知识(TPACK) 构成机制 

分 类 号：G650[文化科学—教育学]