城乡小学数学教师TPACK现状的比较与分析——以“国培计划”江苏省卓越工作坊小学数学教师为例

发布时间：2018-05-05 11:13

本文选题：小学数学教师 + TPACK　；参考：《中小学教师培训》2017年12期

【摘要】：基于对江苏省166名城乡小学数学教师TPACK五个维度知识水平现状的调查与分析,发现无论是在城市还是乡村,小学数学课堂教学中的信息技术手段的运用越来越普遍。城乡小学数学教师TPACK整体水平较好,差距不大。城乡小学数学教师在TPACK理念、学生、教学等三个维度上相差不大,在TPACK评价维度上虽有差异,但不明显;在TPACK课程维度上存在较明显差异。与城市小学数学教师相比,乡村小学数学教师在与TPACK相关的学生知识、课程知识、评价知识以及教学策略知识等方面都有待进一步提高。
[Abstract]:Based on the investigation and analysis of the knowledge level of the five dimensions of TPACK among 166 primary school mathematics teachers in Jiangsu Province, it is found that the use of information technology in mathematics classroom teaching in primary schools is becoming more and more common in both urban and rural areas. Urban and rural primary school mathematics teachers TPACK level is good, the gap is not big. Primary school mathematics teachers in urban and rural areas in TPACK concept, students, teaching and other three dimensions are not different, although there are differences in the TPACK evaluation dimension, but not obvious; in the TPACK curriculum dimension there are obvious differences. Compared with urban primary school mathematics teachers, rural primary school mathematics teachers need to further improve their TPACK related knowledge of students, curriculum knowledge, evaluation knowledge and teaching strategy knowledge.
【作者单位】：盐城师范学院数学与统计学院;
【基金】：2015年度江苏省教育厅高校品牌专业建设工程资助项目“盐城师范学院数学与应用数学专业”(项目编号:PPZY2015C211) 2017年度江苏省教育厅高校哲学社会科学重点项目“《乡村教师支持计划(2015—2020)》下的乡村教师身份认同与专业发展研究”(项目编号:2017ZDIXM151) 2017年度国家级大学生创新创业训练计划项目“乡村教师专业发展现状的调查研究”(项目编号:201710324016)
【分类号】：G623.5

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