外语教师TPACK结构及其技术整合自我效能研究被引量：69

A Study of the Relationship between Foreign Language Teachers' TPACK and Their Self-efficacy on Technology Integration

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摘要本研究调查了150名外语教师的TPACK结构及其技术整合自我效能状况,采用结构方程模型对两者关系进行了路径分析。研究发现:外语教师TPACK整体准备不够充分,技术知识水平较低;技术整合自我效能及各维度水平中等,但对运用技术有效整合教学提高学习质量信心不足;TPACK与技术整合自我效能呈显著正相关,且TPACK对技术整合自我效能有积极预测和显著影响,即教师知识结构(TPACK)是提升其技术与教学融合自信心的动因。 This study was designed to explore the relationship between foreign language teachers＇ technological pedagogical content Knowledge （TPACK） and their self-efficacy on technology integration（STIS）. 150 teachers in senior high schools were investigated. With descriptive and path analysis by SPSS 16.0 and Amos 17.0, the results show that teachers＇ technological knowledge is the lowest among the 7 knowledge domains of TPACK, and they do not have enough confidence in effective technology integration in helping improve students＇ learning. Meanwhile, teachers＇ TPACK has significant and positive correlation with their STIS, and the former positively and significantly affects the latter.

作者王琦

机构地区西北师范大学外国语学院

出处《外语电化教学》 CSSCI 北大核心 2014年第4期14-20,共7页 Technology Enhanced Foreign Language Education

基金国家社科基金项目"外语教师在线自主发展:反思合作研究"(项目编号:11BYY041)阶段性研究成果

关键词外语教师 TPACK结构技术整合自我效能 Foreign Language Teacher TPACK Self-Efficacy on Technology Integration

分类号 H319.3 [语言文字—英语]

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