我国高校教师的TPACK水平及发展策略

The Study of Teacher's TPACK Levels and Development Strategy in Universities

TPACK作为一个整合技术的教师专业知识框架,对技术、学科内容、教学法三者进行了相互协调和高度整合。文章首先介绍了TPACK框架及其研究进展,随后设计了高校教师TPACK水平问卷,并进行了相关的数据分析,结果表明:我国高校教师的TPACK水平处于中等水平,技术相关的水平偏低;人口学变量如性别、教龄、职称等对TPACK各要素有不同程度的影响;TPK、PCK、TK是影响高校教师TPACK发展的主要因素。最后,文章提出了我国高校教师TPACK水平的发展策略,以期为高校教师TPACK发展与教师培训提供参考。

As the framework of teacher professional knowledge with integrated technology, the TPACK reciprocally coordinated and highly integrated the technology, subject content and teaching method. Firstly, this paper introduced the TPACK fi＇amework and its research progress, then designed a TPACK questionnaire for university teachers and analyzed the relevant data. The results showed that the university teachers＇ TPACK level in our country was at a moderate level and the technology-related level was low. It was also found that the demographic variables such as gender, teaching age and professional title, had different influence on the TPACK elements. TPK, PCK and TK were the key factors affecting the development of teachers＇ TPACIC Finally, some development strategies for domestic university teachers＇ TPACK level were proposed, expecting to provide reference for the TPACK development and teacher training of university teachers.