数学师范生信息技术焦虑对教学专业认知的影响路径研究

A Study on the Influence Path of Information Technology Anxiety of Pre-Service Teachers of Mathematics on Teaching Professional Cognition

在应用信息技术解决教学实践问题的过程中,数学师范生可能产生焦虑等负面情绪.研究对数学师范生信息技术焦虑的维度予以划分,运用结构方程模型探究各维度对数学教学专业认知的影响.研究发现:数学师范生信息技术的日常使用焦虑、学习焦虑和社会性焦虑存在显著正相关;信息技术日常使用焦虑和社会性焦虑对教学应用焦虑存在显著正向影响,教学应用焦虑对数学教学专业认知产生显著负向影响.基于以上结果,提出加强对数学师范生的信息技术日常使用引导、专业教师和信息技术教师协同开展课程教学、融合信息技术于数学教育类课程的学习过程等建议.

In the process of using IT to solve teaching practice problems,pre-service teachers of mathematics may have negative emotions such as anxiety.This study divided the dimensions of IT anxiety among pre-service teachers of mathematics and used structural equation modeling to explore the impact of each dimension on mathematics teaching professional cognition.The survey found that there is a significant positive correlation between these students’daily use anxiety,learning anxiety and social anxiety of information technology.IT daily use anxiety and social anxiety have a significant positive impact on IT teaching application anxiety and teaching application anxiety has a significant negative impact on mathematics teaching professional cognition.Based on these results,suggestions are put forward for the education of pre-service teachers:strengthen the guidance on the daily use of information technology;collaborate with professional teachers and information technology teachers to carry out curriculum teaching;and integrate information technology into the learning process of mathematics education theory and practice courses.