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参照Denise A.Schmidt等人设计的量表,设计信息技术职前教师TPACK(整合技术的学科教学知识)水平测量量表,对已参加过教育实习的H省四所高等院校208位信息技术职前教师进行问卷调查以及结构方程模型分析,结果表明:信息技术职前教师TPACK由PCK(学科教学法知识)和TK(技术知识)融合而成,职业认同对TK、CK(学科内容知识)、PK(教学法知识)具有直接正向作用,TCK(整合技术的学科内容知识)对PK、PCK具有直接正向作用,TPK(整合技术的教学法知识)对PCK具有直接正向作用。基于数据分析结果,针对信息技术职前教师TPACK水平提升提出四点策略,以期为我国信息技术职前教师TPACK水平的发展提供参考。
According to the scale designed by Denise A. Schmidt et al., The TPACK (Integrated Teaching Technology for Subject Technology Teaching Level) of information technology pre-service teachers was designed to measure the level of 208 information technology Pre-service teachers conducted questionnaire survey and structural equation model analysis. The results show that information technology pre-service teacher TPACK is formed by the integration of PCK (Knowledge of Subject Pedagogy) and TK (Technical Knowledge), and occupational recognition of knowledge TK, CK (Subject Content Knowledge) , PK (pedagogical knowledge) has a direct positive effect, TCK (integrated subject knowledge) has a direct positive effect on PK and PCK, and TPK (pedagogical knowledge of integrated technology) has a direct positive effect on PCK. Based on the results of data analysis, a four-point strategy is proposed for the improvement of TPACK level of information technology pre-service teachers so as to provide reference for the development of information technology pre-service teachers TPACK level.