职前教师整合技术的学科教学知识结构研究*--基于结构方程模型的实证分析

摘要

In the era of educational informationzation, teachers’ knowledge structure and its cultivation is one of the most important issues which can influence the effect of applying technology in education. This study builds structural equation model and path analysis model of pre-service teachers’ TPACK based on TPACK theory to investigate the structural and quantitative relationship between variables in TPACK. The participants(N=384) of the study are pre-service teachers from a normal university in China. Results show that the effect of basic knowledge factors are occurring through the second layer of knowledge factors (TPK, TCK, PCK). TPK is perceived as the strongest building block towards TPACK, but TK is the least. Implications for pre-service teachers’ TPACK developments are discussed.%教育信息化时代背景下，教师知识结构及培养问题是影响技术在教育中发挥作用的重要问题之一。该研究以TPACK理论为基础，对我国某师范大学384名在校职前教师进行问卷调查，并对调查数据采用结构方程模型分析方法，分别构建了职前教师的TPACK结构方程模型和路径分析模型，并探究了职前教师TPACK结构中各变量之间的结构与数量关系。研究结果表明，在职前教师的TPACK结构中，单一元素知识通过复合元素知识对整合技术的学科教学知识产生正向影响。其中，整合技术的教学法知识影响最为显著，技术知识影响最不显著。在此基础上，该研究提出师范教育阶段职前教师TPACK发展的相关策略。