高校英语教师TPACK知识对混合教学技术工具使用的影响

Exploring the Impact of Chinese EFL Teachers’ TPACK Constructs on Their Technology Uses for Blended Teaching

新冠疫情间接推动了线上线下混合教学模式在高校的实际运用。该研究以教师TPACK知识框架为理论依据,针对“高校英语教师TPACK知识如何影响混合教学技术工具的使用”的主要研究问题,对263名来自东部、中部、西部17所不同层次高校的英语教师进行了问卷调查。并运用AMOS 23.0对问卷数据进行了结构方程分析。研究发现,高校英语教师的学科知识、教学法知识对他们使用面授课技术工具具有显著的正向影响,整合技术的教学法知识对使用语言学习技术工具具有显著的正向影响。该研究为后疫情时代,尤其是线上线下混合教学情境中的外语教师专业知识发展提供了理论依据和实践启示。

This exploratory study aims to examine the impact of TPACK knowledge on teachers of college English and their technology uses for blended teaching during the spreading of COVID-19. Based on TPACK theoretical model, seven knowledge constructs including Content Knowledge, Technology Knowledge, Pedagogical Knowledge, Technological Content Knowledge, Technical Pedagogical Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge are incorporated to examine the relationships among these variables and three factors(Face-to-face teaching Web-based teaching and Language learning) of technology uses. Data are collected from 263 EFL teachers at 17 universities via self-reported questionnaire and structural equation modelling. Three TPACK constructs-CK, PK and TPK are found to positively influence face-to-face teaching and language learning technology use. This study contributes to the understanding of theories of teachers’ professional knowledge development, and it also provides valuable references for technology-related policymakers and teacher training programs.