摘要
在教育信息化2.0时代,技术工具的迭代升级与智能技术的高速发展对中小学教师的信息化教学实践提出了更高要求。基于教师TPACK框架,面向J省中小学教师群体进行调研,挖掘TPACK视域下中小学教师信息化教学的影响因素。研究发现:中小学教师信息化教学受到教师的性别、年龄、TPK、TCK、TPACK等诸多因素的影响,其中TPACK等复合知识要素的影响效应更大,且教师TPACK为TCK、TPK正向支持信息化教学实践的中介变量。针对研究结论,提出进一步优化中小学教师信息化教学的对策与建议,包括:延展情境脉络包容边界,创设"同质异构型"信息化教学培训方案;构建技术核心的整合式发展架构,强化教师技术整合行为的实时反馈;建立衔接式TPACK发展体系,助推二维复合知识向TPACK的高效转化;落位信息化教学有效性提升,自上而下提供信息化教学内外侧保障。
In the era of education informatization 2.0,the iterative upgrading of technical tools and the rapid development of intelligent technology put forward higher requirements for the teaching practice with ICT in primary and middle school teachers.Based on the TPACK framework,this study conducted a survey on primary and middle school teachers in Province J,and explore the influencing factors of teachers’teaching with ICT from the perspective of TPACK.It is found that teachers’teaching with ICT is affected by many factors,such as teachers’gender,age,TPK,TCK,TPACK and so on.Among them,TPACK and other composite knowledge elements have greater effects,and TPACK is the mediator of TCK and TPK in supporting teaching practice with ICT.According to the research conclusions,this article puts forward countermeasures and suggestions:extend the boundary of context inclusion and create the isomerism training programs;construct an integrated development framework of technology core and strengthen the real time feedback of teachers’technology integration behavior;establish a cohesive TPACK development system to boost the efficient transformation from two-dimensional complex knowledge to TPACK;pay attention to the improvement of the effectiveness of teaching with ICT and provide internal and external guarantee from the top to the bottom.
作者
张黎
赵磊磊
ZHANG Li;ZHAO Leilei(School of Education,Jiangnan University,Wuxi 214122,China)
出处
《开放学习研究》
2021年第4期8-15,共8页
Journal of Open Learning
基金
江苏省教育科学“十三五”规划2020年度课题“中小学学校教育竞争力提升研究”(项目编号:D/2020/01/23)的研究成果。
关键词
TPACK
信息化教学
影响因素
中小学教师
TPACK
teaching with ICT
influencing factors
teachers in primary and middle schools
