数字化转型视域下教师TPACK接受水平:模型、测评、影响因素及提升策略

Teachers’TPACK Acceptance Level in the Perspective of Digital Transformation:Model,Measurement,Influencing Factors and Promotion Strategies

随着数字技术在教学领域的应用日益广泛,对教师整合技术的教学法知识(TPACK)提出了新的挑战。为了解教师在教学过程中整合技术的过程性变化,以有效提高教师的TPACK水平:首先,该研究系统梳理了TPACK接受水平渐进发展模型的提出及在这一模型基础上发展而来的扩散发展模型、阶梯发展模型及螺旋发展模型;其次,分别介绍了有效评估教师TPACK接受水平的测评内容以及测评方式;再次,结合国内外研究现状,发现教师已具备的整合技术的意识、已掌握的技术知识和已积累的教学经验是影响教师TPACK接受水平发展的重要因素;最后,在此基础上提出了有效提升教师TPACK接受水平的策略,即强化教师数字化意识、提高教师数字技术知识与技能,以及促进教师数字化应用。

With the increasing use of digital technology in teaching and learning,it poses new challenges for teachers to integrate pedagogical knowledge of technology(TPACK).In order to understand the processual changes of teachers’integration of technology in the teaching process,so as to effectively improve their TPACK level,this paper fi rst systematically proposes the construction of the progressive development model of TPACK acceptance level,and presents the diffusion development model,step development model,and spiral development model developed on the basis of the proposed model;secondly,it introduces the assessment contents and methods that can effectively assess teachers’TPACK acceptance level;and thirdly,based on the current research situation at home and abroad,it is found that teachers’existing awareness of integrating technology,their technological knowledge and their accumulated teaching experience are important factors affecting the development of teachers’TPACK acceptance level;fi nally,on this basis,strategies are proposed to effectively improve teachers’TPACK acceptance level,namely,strengthening teachers’digital awareness,improving teachers’digital technological knowledge and skills,and facilitating teachers’digital application.