西藏高校数学类师范生TPACK现状分析与对策建议

Analysis on TPACK Current Situation and Countermeasures of Preservice Mathematic Teachers in Colleges and Universities in Tibet

为挖掘西藏高校数学类师范生TPACK来源与形成的影响因素,对其TPACK的现状进行了实证分析。结果显示:西藏高校数学类师范生TPACK整体均值处于中等偏上水平,其TPACK七个维度知识的来源与形成在人口统计学变量(性别、年级、民族、生源)上存在不同程度的差异影响,TPACK七个维度之间在数学类师范生的知识结构上存在着不同程度的技术影响。研究表明,西藏高校数学类师范生恰当运用信息技术能够充分提高其专业知识应用能力,需要进一步扩展其将信息技术知识运用于数学学科教育的实践活动。

In order to explore the influencing factors of TPACK sources and formation of preservice mathematic teachers in colleges and universities in Tibet, an empirical analysis was carried out on TPACK current situation of preservice mathematic teachers in colleges and universities in Tibet. The overall mean TPACK of preservice mathematic teachers in colleges and universities in Tibet is above the middle level. The knowledge of seven dimensions of TPACK source and formation have varying degrees of influence in demographic variables(gender,grade, ethnicity, and source of students enrolling). The seven dimensions of TPACK have varying degrees of technical influence on the knowledge structure of preservice mathematic teachers. This study showed that the proper use of information technology in mathematical education for preservice mathematic teachers in colleges and universities in Tibet can fully improve their capabilities in the professional knowledge application, and it is necessary to further expand their practical activities and create opportunities for applying information technology knowledge in mathematical education.