西安市初中农村数学教师TPACK发展的现状调查与应对策略研究  

Research on the Current Situation and Countermeasures of TPACK Development of Rural Mathematics Teachers in Junior High Schools in Xi an City

作　　者：王宇[1] WANG Yu(School of Information Engineering,Xi an University,Xi an 710065,China)

机构地区：[1]西安文理学院信息工程学院,西安710065

出　　处：《西安文理学院学报（自然科学版）》2023年第2期99-104,共6页Journal of Xi’an University(Natural Science Edition)

基　　金：陕西省教育科学研究“十三五”2020年度规划课题(SGH20Y1299);西安市教育科学研究“十三五”2019年度规划课题(2019XAWL015)。

摘　　要：以西安市159名初中农村数学教师为研究对象,对其TPACK各维度的现状进行问卷调查分析.研究结果表明:西安市初中农村数学教师的TPACK发展整体处在中等水平,6~10年教龄TPACK水平最高,1~5年教龄整体水平较高,15年以上教龄、11~15年教龄各维度均较低;男教师整体水平高于女教师,但对数学专业知识(CK)的掌握不容乐观,仍需增加专业知识的学习;教育技术课程对CK、PK及TPK三维度的发展有明显的促进作用,技能系统培训对TPACK的提高没有显著影响.Taking 159 rural mathematics teachers from junior high schools in Xi an city as the research object,a questionnaire survey on the status of TPACK dimensions was conducted.The research results show that the overall development of technological pedagogical content knowledge(TPACK)of rural mathematics teachers in junior high schools in Xi an city is at the middle level,with the highest level of TPACK of 6~10 years of teaching experience,the overall level of 1~5 years of teaching experience is high,and the dimensions of teaching experience of more than 15 years and 11~15 years are low.The overall level of male teachers is higher than that of female teachers,but the mastery of mathematical professional knowledge(subject content knowledge,CK)is not optimistic,and the learning of professional knowledge still needs to be increased.Educational technology courses have a significant role in promoting the development of CK,pedagogical knowledge(PK)and technological pedagogical knowledge(TPK)from three dimensions,while skills system training has no significant impact on the improvement of TPACK.

关 键 词：TPACK 数学教师 差异性 

分 类 号：G633.6[文化科学—教育学]