二语教师整合技术的学科教学知识(TPACK)实证研究综述  

A Review of Empirical Studies on Technological PedagogicalContent Knowledge(TPACK)of Second Language Teachers

作　　者：王安琪[1] 张庆华[1] WANG Anqi;ZHANG Qinghua(School of Foreign Languages,China University of Geosciences(Beijing),Beijing 100083,China)

机构地区：[1]中国地质大学(北京)外国语学院,北京100083

出　　处：《山东外语教学》2025年第2期42-53,共12页Shandong Foreign Language Teaching

基　　金：国家社科基金项目“新时代卓越外语教师培养模式研究”(项目编号:19BYY220);中国外语教育基金项目“社会文化理论视角下高校英语教师数字素养发展研究”(项目编号:ZGWYJYJJ12A137)的阶段性成果。

摘　　要：教师整合技术的学科教学知识(TPACK)对于二语教育数字化转型至关重要。本文使用质性资料分析软件NVivo 12 Plus,对2011-2023年SSCI、A&HCI和CSSCI来源期刊中关于二语教师TPACK的65项实证研究进行分析并有以下三个发现:此类研究大致经历两个发展阶段,发文数量呈增长趋势;研究内容可分为五类:教师TPACK现状、教师TPACK发展、TPACK框架要素之间的关系、教师TPACK量具开发、教师TPACK的作用与应用;在研究方法方面,存在质性研究偏少且方法较为单一、自我报告型数据占主导等情况。本文在系统梳理评析现有实证研究的研究内容和研究方法基础上,对后疫情时代二语教育领域的教师TPACK研究提出了相应的建议。Teachers’TPACK is vital to the digital transformation of second language education.Using the qualitative analysis software NVivo 12 Plus,this paper analyzes 65 empirical articles on second language teachers’TPACK published in SSCI,A&HCI and CSSCI journals from 2011 to 2023.The results are shown in three aspects:relevant studies go through two stages of development,and their number is on the rise;research content falls into five categories:the status quo of teachers’TPACK,the development of teachers’TPACK,the relationships among the components of TPACK framework,instrument development to measure teachers’TPACK,the role and application of teachers’TPACK;in terms of research methods,qualitative studies are scarce,qualitative analysis lacks diversity,and self-reported data are predominant.Based on the systematic review and analysis of research content and research methods of 65 empirical studies,this paper makes suggestions for research on teachers’TPACK in second language education in the post-pandemic era.

关 键 词：TPACK 二语教师 实证研究 综述 

分 类 号：H319[语言文字—英语]