本文關(guān)鍵詞：網(wǎng)絡(luò)教學(xué)接受度與教師TPACK水平的相關(guān)研究　出處：《現(xiàn)代遠(yuǎn)距離教育》2017年05期 　論文類(lèi)型：期刊論文

  更多相關(guān)文章： 網(wǎng)絡(luò)教學(xué) 技術(shù)接受度 信息技術(shù)與課程整合(TPACK) 教師

【摘要】：網(wǎng)絡(luò)教學(xué)接受度是教師自愿或有意向使用某一特定技術(shù)的心理狀態(tài),著重探討一下在當(dāng)前互聯(lián)網(wǎng)時(shí)代網(wǎng)絡(luò)教學(xué)接受度對(duì)教師TPACK水平的影響和關(guān)系。通過(guò)采用定量方法對(duì)小學(xué)到高校各教學(xué)階段的教師群體進(jìn)行調(diào)查,對(duì)209份有效問(wèn)卷進(jìn)行了數(shù)據(jù)分析。在修訂TPACK模型的同時(shí),建立了兩者的結(jié)構(gòu)方程模型,發(fā)現(xiàn)網(wǎng)絡(luò)教學(xué)接受度內(nèi)部維度通過(guò)技術(shù)相關(guān)知識(shí)直接或間接影響教師TPACK水平。研究還發(fā)現(xiàn)性別、年齡、執(zhí)教學(xué)段、學(xué)校所在地均未對(duì)教師TPACK、網(wǎng)絡(luò)教學(xué)接受度各維度產(chǎn)生顯著性影響,而教齡、網(wǎng)絡(luò)教學(xué)經(jīng)驗(yàn)是教師TPACK及網(wǎng)絡(luò)接受度的重要影響因素。最后為提高教師的TPACK水平提出了以下建議:以TPACK理論為指導(dǎo),促進(jìn)教師專(zhuān)業(yè)發(fā)展;鼓勵(lì)教師積極開(kāi)展網(wǎng)絡(luò)教學(xué),在實(shí)踐中提升TPACK水平;開(kāi)展多樣化培訓(xùn)項(xiàng)目,培養(yǎng)教師應(yīng)用現(xiàn)代教育技術(shù)的能力;構(gòu)建教師學(xué)習(xí)共同體,促進(jìn)"專(zhuān)家"和"新手"共同成長(zhǎng)。
[Abstract]:The acceptance of network teaching is the psychological state of teachers' voluntary or intentional use of a particular technology. This paper mainly discusses the influence and relationship between the acceptance of network teaching and teachers' TPACK level in the current Internet era. By using quantitative method, this paper investigates the teachers' groups in each teaching stage from primary school to university. The data of 209 valid questionnaires were analyzed and their structural equation models were established while the TPACK model was revised. It was found that the internal dimension of online teaching acceptance directly or indirectly affected teachers' TPACK level through technology-related knowledge. The study also found that gender, age, teaching period and school location had no TPACK for teachers. Each dimension of the acceptance of network teaching has a significant impact on the length of teaching. Network teaching experience is an important factor of teachers' TPACK and network acceptance. Finally, the following suggestions are put forward to improve teachers' TPACK level: guided by TPACK theory. Promoting the professional development of teachers; To encourage teachers to actively carry out network teaching in order to improve the level of TPACK in practice; Conducting diversified training programmes to develop teachers' ability to apply modern educational technologies; Construct teacher learning community, promote "expert" and "novice" grow together.
【作者單位】： 北京大學(xué);
【分類(lèi)號(hào)】：G434
【正文快照】： 在日新月異的網(wǎng)絡(luò)時(shí)代,便捷易用的網(wǎng)絡(luò)平臺(tái)為教師們提供了走出校園、向社會(huì)上更多的學(xué)生傳授知識(shí)的機(jī)會(huì)。教師在使用信息技術(shù)進(jìn)行教學(xué)的同時(shí),其整合技術(shù)、教學(xué)法、學(xué)科知識(shí)的能力水平也得到了一定的提高。但隨著教育信息化的不斷發(fā)展,教師的信息技術(shù)能力和課程整合能力有待增

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