TPACK理论视角下STEM教师的知识结构及其量表的开发与验证

Development and Verfication of STEM Teachers’Knowledge Structure and its Scales from the Perspective of TPACK Theory

STEM教育是落实创新人才培养模式的重要举措,研究STEM教师知识结构,开展STEM教师知识测评,是持续、深入提升STEM教育质量的关键。为此,文章基于TPACK理论模型,通过文献研究、访谈和专家咨询进行STEM教师知识结构理论维度的构建与优化,并通过项目分析、因子分析和信效度检验等步骤,编制STEM教师知识测评量表。研究结果表明,量表具有良好的信效度;量表各题项内部一致性较好,符合拟合接受的标准;量表7个维度彼此之间是相互影响的关系。文章通过研究,期望为测量STEM教师知识水平和促进STEM教师专业成长提供参考。

STEM education is an important measure to implement innovative talent training models,and studying STEM teachers’knowledge structure and carrying out STEM teachers’knowledge assessment is the key to continuously and deeply improving the STEM education quality.Therefore,based on the TPACK(Technological Pedagogical Content Knowledge)theoretical model,this article constructed and optimized the theoretical dimensions of STEM teacher knowledge structure through literature research,interviews,and expert consultation.Through project analysis,factor analysis,and reliability and validity testing,a knowledge measurement scale for STEM teachers was developed.The research results indicated that the scale had good reliability and validity,and the internal consistency of each item in the scale was good,meeting the fitting acceptance criteria.The seven dimensions of the scale were interdependent with each other.Through research,this paper was expected to provide reference for measuring the knowledge level of STEM teachers and promoting their professional growth.