基于TPACK的中小学信息技术教师计算思维教学能力现状调查  

The Status Survey of Computational Thinking Teaching Ability of Information Technology Teachers of Primary and Secondary Schools Based on TPACK

作　　者：林泽珊 魏轶娜[2] 赵腾任 LIN Zeshan;WEI Yina;ZHAO Tengren(School of Information Technology in Education,South China Normal University,Guangzhou,Guangdong,China 510631;The Institute of Educational Information and Data Statistics,National Institute of Education Sciences,Beijing,China 100088;Beijing Academy,Beijing,China 100020)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631 [2]中国教育科学研究院教育信息与数据统计研究所,北京100088 [3]北京中学,北京100020

出　　处：《数字教育》2021年第6期70-76,共7页Digital Education

基　　金：中国教育科学研究院2019年度基本科研业务费专项资金项目“以信息技术课程促进人工智能时代中小学生信息素养研究”(GYI2019088)。

摘　　要：提升教师的计算思维教学能力是实现学生计算思维发展的关键,而掌握教师计算思维教学能力现状是提出有效发展策略重要的依据。文章通过对264名中小学信息技术教师的计算思维教学能力进行问卷调查,了解和分析中小学信息技术教师的计算思维教学能力现状,并提出对策。调查结果显示,中小学信息技术教师的计算思维教学能力整体处于中等水平,教师的计算思维教学能力在TPACK不同维度上具有差异性,在计算思维教学内容(CK—CT)和计算思维教学法(PK—CT)方面较为薄弱。此外,学历较高的教师计算思维教学能力明显高于学历较低的教师;城市学校的教师计算思维教学能力明显高于乡镇学校的教师;参加过计算思维教学培训的教师计算思维教学能力明显高于未参加过培训的教师。Improving teachers’computational thinking teaching ability is the key to realize the development of students’computational thinking.While mastering the current situation of teachers’computational thinking teaching ability is the important basis of putting forward effective development strategy.This paper has done a questionnaire to the computational thinking teaching ability of 264 teachers of information technology in primary and secondary schools,understood and analyzed the current situation of computational thinking teaching ability of teachers of information technology in primary and secondary schools,and put forward strategies.The results show that the overall computational thinking teaching ability of teachers of information technology in primary and secondary schools is at medium level,teachers’computational thinking teaching ability has differences in different dimensions of TPACK,and are rather weak in computational thinking teaching content(CK-CT)and computational thinking teaching(PK-CT).In addition,the computational thinking teaching ability of higher-educated teachers is obviously higher than less educated teachers;the computational thinking teaching ability of urban school teachers is obviously higher than rural school teachers;the computational thinking teaching ability of teachers who have participated in the computational thinking teaching training is obviously higher than those teachers who haven’t.

关 键 词：教师发展 TPACK 计算思维教学 现状调查 

分 类 号：G434[文化科学—教育学]