家教和实习谁和TPACK更密切.PDFVIP

Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education. 家教与实习：谁与TPACK更密切 ? ——基于对语文学科师范生TPACK 知识的实证研究6 Practice or Tutor: Who is More about TPACK? ——Difference and Profiles of Pre-service Teachers’ TPACK Knowledge in Chinese Subject 陈丽竹，鲁利娟，董艳* 北京师范大学教育技术学院 * dongyan98@126.com 【摘要】TPACK作为一种理论框架，可以帮助教师有效整合 ICT 开展教学。本文聚焦于具体学科语文领域下， 通过对某师范院校文学院作为教师筹备军的 261名师范生展开问卷调查，了解其 TPACK 现状。结果发现，语 文学科师范生的TPACK水平有待提升，不同年级间的 TPACK 差异不明显。将技术融入到课堂是促进三种单一 维度知识融合的难点。学生的实习经历与 TPACK的相关不如家教经历明显。培养单位应重视实习环节的规划， 同时鼓励家教工作的参与。 【关键字】 师范生; 技术—教学法—内容知识 ; 语文；实习; 家教 Abstract: Studies show that TPACK can be an effective theoretical frameworkfor teachers to understanding the way to teach with ICT. This paper focus on the pre-service teachers in the subject of Chinese. A survey of 261 pre-service teachers majoring in Chinese in one normal university was conducted using TPACK scale. Results show that pre-service teachers who major in Chinese have a low score, needing to be improved. There is no difference of grades as for their TPACK profiles. It hard to integrate technology into courses. There were insignificant differences of practice and tutor experience, while the latter bring a greater impact on TPACK. Teacher Education organization should pay attention to the practice, encourage them to be tutors as well. Keywords: pre-service teachers, technology pedagogical content knowledge ( TPACK) , Chinese, practice, tutor 1.