学前教育师范生TPACK现状调查及教学改革建议  

A Current Situation Survey and Teaching Improvement Suggestions on the Technological Pedagogical Content Knowledge of Students Majoring in Preschool Education

作　　者：叶晓红[1] 邱心雨 YE Xiao-hong;QIU Xin-yu(School of Education and Music,Sanming University,Sanming 365004,China)

机构地区：[1]三明学院教育与音乐学院

出　　处：《陕西学前师范学院学报》2019年第9期93-98,共6页Journal of Shaanxi Xueqian Normal University

基　　金：福建省大学生创新创业训练项目(201911311066)

摘　　要：在“互联网”及多元文化知识不断融合的教育背景下,信息技术在教学中被提升到一个新的高度。为了解学前教育师范生群体对信息技术知识在教学活动中的应用程度,笔者采用自编的《学前教育师范生TPACK》量表对220名在校学前教育师范生进行调查。统计分析发现:1)学前教育师范生的总体TPACK知识掌握较好,但技术知识仍然较为薄弱;2)学前教育师范生TPACK知识存在显著的年级差异,但性别差异不显著;3)信息技术爱好和训练会造成学前教育师范生TPACK知识的差异。应采取的对策:1)注重培养学前教育师范生的信息技术知识和能力;2)大力推进第二课堂,促进TPK和TCK的发展;3)进行产学研合作,提升学前教育师范生的TPACK水平。In the face of the“Internet plus”and the continuous integration of the multi-culture knowledge,information knowledge has been promoted to a new level in teaching.In order to understand the application degree of information technology knowledge in teaching activities involved in preschool education,the self-compiled scale of Technological Pedagogical Content Knowledge(TPACK)was used to investigate 220 students majoring in preschool education.The results showed that:1)the general TPACK knowledge of students majoring in preschool education was well-mastered while their technological knowledge was still weak;2)there was grade difference in TPACK students of preschool education,but the gender difference was not significant;3)information technology hobbies and training would cause difference in TPACK among students.Based on these results,the relevant suggestions were put forward:1)pay attention to the training of information technology knowledge and ability of students majoring in preschool education;2)vigorously promote the second classroom so as to promote the development of TPK and TCK;3)carry out industry-university-research cooperation to improve the TPACK level of students of preschool education.

关 键 词：TPACK 信息技术 教师教育 学前教育师范生 

分 类 号：G615[文化科学—学前教育学]