职前教师PKM与TPACK水平的相关性研究——基于定量分析与定性分析相结合的方法

Correlation Study on Pre-service Teachers’PKM and TPACK Level--Based on the Method of Quantitative Analysis in Combination with Qualitative Analysis

在教育信息化2.0背景下,提升教师整合技术的学科教学知识(Technological Pedagogical Content Knowledge,TPACK)水平显得尤为重要。为了探究职前教师个人知识管理(Personal Knowledge Management,PKM)与TPACK水平的关系,文章采用基于问卷调查数据的定量分析和基于深度访谈数据的定性分析相结合的方法,以S大学化学专业30名职前教师为研究对象,就其PKM与TPACK水平的相关性进行了多方面分析,发现:职前教师的TPACK水平与PKM能力显著相关,基于PKM的TPACK课程培训可提升职前教师的TPACK水平。此结论为发展职前教师的TPACK水平提供了一个新的思路,有利于推动信息技术与课程的深度融合。

In the context of educational informationization 2.0,it is particularly important to improve teachers’technological pedagogical content knowledge(TPACK)level.In order to explore the relationship between pre-service teachers’personal knowledge management(PKM)and TPACK level,this paper used the method of quantitative analysis based on questionnaire data in combination with qualitative analysis based on in-depth interview data,took 30 pre-service teachers from the chemistry major of S University as research objects,and conducted multi-dimensional analysis on the correlation between their PKM and TPACK level.It was found that pre-service teachers’TPACK level were significantly related to their PKM ability,and the PKM-based TPACK training courses could improve pre-service teachers’TPACK level.This conclusion could provide a new idea for the development of pre-service teacher’s TPACK level,and help to promote the deep integration of information technology and course.