网络教学中教师整合技术的学科教学知识建构之作用机理研究

Research on the Mechanism of Network Teaching Scenarios on the Construction of TPACK for Teachers

基于网络的教育实践场域中,教师的技术整合能力是教育数字化变革的推动器,如何培养具备高信息素养的教师人才是目前教师专业发展面临的重要问题。通过对教师有关技术的知识、自我效能感和行为等相关理论展开分析与梳理,初步构建教师的TPACK、技术整合自我效能感、持续使用行为的非递归模型,在此基础上,文章采用问卷调查收集数据,运用结构方程模型验证研究假设。研究发现:模型中的TPACK与技术整合自我效能感之间双向影响显著;持续使用行为对TPACK有显著的直接影响;技术整合自我效能感对技术使用行为有显著的直接影响。这充分揭示了整合技术的学科教学知识建构的作用机理与动态发展,有助于教师在信息技术冲击教育的洪流中稳步前进。

Technology integration ability of teachers in educational practice is the promoter of educational reform.How to cultivate teachers with high information literacy is at present a major problem facing normal colleges and universities.By analyzing and sorting out the relevant theories of teachers’technology-related knowledge,self-efficacy and behavior,this paper preliminarily constructs a non-recursive model of teachers’TPACK,technology integration self-efficacy and continuous use behavior.Based on this,this paper adopts a questionnaire survey to collect data,and uses structural equation model to verify the research hypothesis.The study finds that:the two-way effect between TPACK and technology integration self-efficacy in the model is significant;continuous use behavior has a significant direct impact on TPACK;technology integration self-efficacy has a significant direct impact on technology use behavior.The research also reveals that the mechanism and dynamic development of the construction of subject teaching knowledge of integrated technology is helpful for teachers to advance steadily in the flood of information technology impact on education.