整合技术的英语学科教学知识(TPACK)对线上教学效果影响的调查研究

Study on Influence of Technological Pedagogical English Content Knowledge(TPACK)on Online Teaching Effect

随着TPACK教学理论应用到线上教育,其对线上教学效果的影响成了学界的关注点之一。该研究基于D高校“雨课堂”线上教学实践,收集问卷数据和访谈资料,分析高校英语教师的TPACK水平对线上教学效果的影响状况。问卷数据分析表明:高校英语教师TPACK各元素知识水平由高到低依次为CK>PK>TK>TCK>PCK>TPK>TPACK;教师TPACK水平与线上教学效果呈正相关(p<0.01);教师的PCK对教学内容影响最显著,TPK对教学设计影响最显著,TPACK对教学支持影响最显著;访谈也证实了影响线上教学效果的主要有PCK、TPK和TPACK三个元素。依据TPACK教学理论,提出如下建议:探究教师TPACK发展机制,提高教师综合教学技能;应用支架式互动教学,增加朋辈互动;依托技术优势,提高学生的教学参与度。

With the application of TPACK teaching theory to online teaching,its impact on online teaching effect has become one of the concerns of the academic community.Based on the online teaching practice of"Yuketang"in D University,this study collects questionnaire data and interview data,and analyzes the influence of TPACK level on online teaching effect.Questionnaire data analysis shows that the knowledge level of various elements in college English teachers'TPACK are ranked from high to low as CK>PK>TK>TCK>PCK>TPK>TPACK;the TPACK level of teachers is positively correlated with the effectiveness of online teaching(p<0.01);teachers'CK has the most significant influence on teaching content,TPK has the most significant influence on teaching design,and TPACK has the most significant influence on teaching support;the interview also confirms that PCK,TPK and TPACK are the three main factors that affect online teaching effect.According to TPACK teaching theory,the following recommendations are made:exploring the development mechanism of teachers'TPACK to improve teachers'comprehensive teaching skills;applying scaffolding interactive teaching to increase peer interaction;relying on technical advantages to improve students'teaching participation.